Objectives:
- Analyze the internment of Japanese, German, and Italian Americans.
- Discuss the constitutional issues arising from the internment.
- Examine discrimination against minorities and women in the U.S. military.
Scene 1 — Engage
Student Activity
Students are introduced to the lesson focus on discrimination during World War II and review the objectives. They examine an official 1942 removal notice for Japanese Americans and consider a hypothetical scenario about internment to connect personally to the concept. They then watch Japanese Internment in America to see historic footage of the internment process and post predictions on a class wall about issues that may have arisen in the United States as a result of Japanese American internment.
Teacher Moves
Present the overview and objectives, highlighting that the experience may span two sessions due to the amount of content. Use the hypothetical scenario and the removal notice image to prompt students to empathize with those affected by internment. After students view the video and share predictions, accept any reasonable responses and use them to start discussion. Contrast the primary-source footage with the secondary-source video Revisiting Japanese internment on the 75th anniversary, guiding students to compare primary and secondary sources and to consider whether photographs and video clips are objective. Ask why freedom of the press is important in a democracy.
Scene 2 — Explore 1
Student Activity
Students read Japanese-American Internment to learn who was interned, where and when internment occurred, camp living conditions, and government and civilian responses. They take structured notes in a graphic organizer under those headings. Using a map of internment camp locations, they answer a multiple-choice question about the meaning of “Exclusion Area” and then post to a class wall explaining why they think the main relocation camps were placed where they were. Next, they read German and Italian Detainees to learn about the detention and surveillance of Italian and German Americans. Drawing on these sources, they write a wall post evaluating the extent to which wartime detention and surveillance of minorities was driven by racism versus national security concerns, citing reasons and evidence, and then respond to at least two classmates with questions or positive comments.
Teacher Moves
Highlight key features of the article and map, then review student notes and responses to the “Exclusion Area” question to check understanding of how geography shaped internment policy. After students post reasons for camp locations, share one or more interesting or exemplary responses and guide discussion using points about remoteness, invisibility to the public, poor-quality land, and the concentration of Japanese Americans in the West. Encourage students to use information from their readings, including optional resources such as Japanese Internment, Japanese Relocation During World War II, and During World War II, the U.S. Saw Italian-Americans as a Threat to Homeland Security, to support their arguments about racism and national security. Use student posts and replies to deepen conversation about civil liberties and prejudice during wartime.
Scene 3 — Explore 2
Student Activity
Students examine an image of the Tuskegee Airmen and read background text about segregation and discrimination in the U.S. armed forces during World War II. They then read Who Were They? and 761st Tank Battalion (1942–45) to learn about the achievements of the Tuskegee Airmen and the 761st Tank Battalion and the discrimination they faced. Using a graphic organizer, they record at least two examples of achievements and at least two examples of discrimination for each unit. Finally, they write a letter on a class wall from the perspective of a military-age African American during World War II, explaining to their parents the pros and cons of enlisting and stating their decision.
Teacher Moves
Draw students’ attention to the image and narrative about segregation to frame the readings. Monitor completion of the graphic organizer to ensure students capture both accomplishments and discriminatory treatment. After students post their letters, invite volunteers to share their responses aloud and use these to prompt discussion about patriotism, risk, discrimination, and opportunity for African Americans in the wartime military.
Scene 4 — Explore 3
Student Activity
Students view an image of women serving in the military and read about women’s roles in World War II, including WAC, WAVES, WASPs, SPARS, and the Marine Corps Women’s Reserve, as well as the discrimination and stereotypes they faced. They read American Women and World War II to deepen their understanding of women’s contributions and challenges. Working in groups, they create a concept map that organizes key ideas about women’s experiences in the military during the war. They then post to a class wall from the perspective of a grandmother who served in the U.S. armed forces during World War II, describing the opportunities and obstacles she encountered.
Teacher Moves
Emphasize both the range of roles women filled and the forms of discrimination they experienced. Support groups as they build concept maps, prompting them to include examples of service, status, pay, and social attitudes. After students post their imagined grandmother narratives, select and share one or more interesting or exemplary responses to spark discussion about gender roles, changing norms, and the long-term impact of women’s wartime service.
Scene 5 — Explain
Student Activity
Students read the text of the Fourteenth Amendment and an explanation of how internment and discrimination during World War II raised constitutional issues related to due process, liberty, property, and equal protection. They learn about Fred Korematsu’s resistance to internment and the Supreme Court’s 1944 decision upholding his conviction, later overturned in 1984. Students read selected sections of Wartime and the Bill of Rights to explore the Korematsu case, release and compensation, and debates over balancing civil liberties and national security. They respond to a poll on whether it should ever be permissible to suspend some civil liberties in wartime, then post to a class wall explaining their reasoning in complete sentences and respond to at least two classmates with questions or positive comments.
Teacher Moves
Guide students through the Fourteenth Amendment language, clarifying key terms such as “due process” and “equal protection.” Connect the amendment to the internment of Japanese Americans and to Korematsu’s case as described in the reading. After students complete the poll and wall responses, use their positions as discussion starters, posing questions such as whether a wartime draft infringes civil liberties or whether physical requirements for women in the military should match those for men. Prompt students to justify their views with references to specific constitutional provisions or other laws.
Scene 6 — Elaborate
Student Activity
Students consider how public attitudes toward female service members during World War II reflected broader views of women and may have influenced later moves toward equality. They watch a segment of Classic 1943 WAAC Recruiting Film (from 5:15 to 10:05) to analyze how female army recruits were portrayed in wartime media. They answer a poll indicating whether they think the film is mainly sexist or mainly non-sexist, then post to a class wall explaining their reasoning in two or more sentences with specific evidence from the film. Students review classmates’ posts and respond to at least two with questions or positive comments.
Teacher Moves
Frame the film as a primary source reflecting contemporary gender norms and expectations. After students respond to the poll and wall prompt, use their analyses to initiate discussion about media representation, sexism, and changing attitudes toward women in the military. As time and interest allow, encourage students to watch more of the film (from the beginning or from 1:50) and extend the conversation using additional scenes and character experiences as evidence.
Scene 7 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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