Time of Remembrance: Lesson by Aimee Patton

Journey to Topaz & Reiko Response to Literature

By Aimee Patton

OVERVIEW

GRADE LEVEL: Grade 5

CALIFORNIA CONTENT STANDARDS ADDRESSED:
To review standards, see the California Department of Education’s website: http://www.cde.ca.gov/be/st/ .

5th grade writing
2.2 The student will
write responses to literature:

a) demonstrate an understanding of a literary work.
b) support judgments through references to the text and to prior knowledge.
c) develop interpretations that exhibit careful reading and understanding.

TIME REQUIRED:
Watching the video clip of Reiko will take about 45-60 minutes.
It is recommended to read half to two-thirds of the story before watching the clip and doing this writing activity. (I have done the novel in four weeks and started this toward the middle of the third week, through the fourth week.) After watching the video clips, it takes about four 45-55 minute blocks of time to explain and guide students through the writing process.

MATERIALS:

OBJECTIVES:
The students will be able to write a 4 paragraph response to literature identifies 3 difficult situations the main character in Journey to Topaz faced during her internment experience. The students will then compare those difficulties to a real life example--Reiko Nagumo who was the same age as Yuki, the main character in the novel.

INSTRUCTION

GUIDING QUESTION(S):
What were three main difficulties Yuki Sakane faced during her internment experience? (From the novel Journey to Topaz) Must use specific quotes from the story to back up your opinion.

BACKGROUND INFORMATION:
Students must be familiar with World War II. Prior to the bombing of Pearl Harbor the United States was not officially involved on either side of the war. The war was in Europe and the United States was only interested in staying nuetral. Japan believed the U.S. to be supplying the allied powers with supplies and money, so they planned a strategic attack on the United States, concentrating on Pearl Harbor, Hawaii, the site of a huge naval base. At this time, because the U.S. was not involved on one side of the war they were not preparing for a war and the ships were all docked in one large harbor. The morning of December 7, 1941 was a Sunday and the Japanese attacked at 7:53 a.m. It was a complete surprise to the U.S. and everyone in Hawaii. Thousands died and the USS Arizona still remains on the bottom of the harbor as a memorial to those who died. After the attack on Pearl Harbor the U.S. was fearful of another major attack. Congress and President Roosevelt declared war on Japan and the United States was officially involved in the conflict on the allied powers side. (allied powers were those trying to stop Germany, Japan, etc…those involved with attacking other countries). Japanese living in America soon became a target. People became fearful that Japanese Americans were capable of giving information to the Japanese to help plan another attack. This was occurring mostly in California, Washington and Oregon. Their fears mobilized the government to issue Excecutive Order 9066 which interned thousands of Japanese Americans. They had to give away their belongings and move into internment camps throughout the west.

ANTICIPATORY SET:
Students will currently be reading Journey to Topaz so it will be quick to get them into a discussion about Yuki, the main character. Have the students brainstorm in groups some difficulties Yuki has had thus far in the novel. Give a couple minutes to discuss in groups and then have them share out…create a list on the overhead, white board or chart paper for students to use in the future.

PROCEDURES:
THIS LESSON WILL TAKE MULTIPLE 45 MINUTE BLOCKS

After you have discussed difficulties Yuki has had so far gather the students back into their individual seats and start on activity one to introduce them to Reiko.

1. Explain to the students that they will be analyzing a primary source, something real from the time period you are studying. Go over the analyzing primary sources handout. Each student needs one. Explain that in the what I see column, they can only put things they really see. In the what I think I see column they can put more of what they think or theories they might have for what they see. In the final column they can put questions they hope to find out more about. (see example of analyzing primary sources)

2. Put up either on the TV or the overhead a copy of the picture leaving for camp reiko-sis. (link to reiko photo titled leaving for camp-reiko-sis). Give students time to QUIETLY sit and look at the picture, then give them two minutes on a timer to write what they see only. After two minutes come together and compile a whole class list on the overhead. Then put it back up and repeat for the next two columns.

3. Once the activity is completed tell students that the picture is from an actual Japanese internee that they are going to meet through her interviews. Reiko Naguma is the little girl on the right. Explain to them that they are going to be looking for similarities between the real internee, Reiko, and Yuki from the novel they have been studying.

4. Give students note paper to take down notes as they watch the video clips. There are many wonderful clips; each one below has a description below. Pick the ones you want or spread them out over a few days. Students really enjoy hearing the stories and seeing how the story really does have many facts.

5. Show Clip 1
Start of interview about parents being born in Japan, youngest of 8, she was born in Hollywood in 1934, father an migrant worker and gardener in Hollywood, father owned house and had bank accounts under kids names.