Thursday, May 12, 2011

Reparations for Japanese Internment

The following documents are designed to aid in your discussions on When the Emperor was Divine by Julie Otsuka.

The Redress of the US Government.

In 1980, Congress established the Commission on Wartime Relocation and Internment of Civilians (CWRIC) to study the matter. On February 24, 1983, the commission issued a report entitled Personal Justice Denied, condemning the internment as "unjust and motivated by racism rather than real military necessity". The Commission recommended that $20,000 in reparations be paid to those Japanese Americans who had been victims of internment.

In 1988, U.S. President (and former California governor) Ronald Reagan signed the Civil Liberties Act of 1988, which had been sponsored by Representative Norman Mineta and Senator Alan K. Simpson — the two had met while Mineta was interned at a camp in Wyoming — which provided redress of $20,000 for each surviving detainee, totaling $1.2 billion dollars. The question of to whom reparations should be given, how much, and even whether monetary reparations were appropriate were subjects of sometimes contentious debate.

www.wickipedia.com

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Unfortunately, I am unable to post the document itself, but here is a link to Bill Clinton's apology letter released October 1, 1993:

http://www.imdiversity.com/villages/asian/images/apology-gr2.jpg

Tuesday, May 10, 2011

Socratic Seminar/ Spar Questions


Spar Questions

1.)    Should Japanese-American Internment during World War II be classified as a genocide?  Defend your point.  (you may want to review the definitions of genocide - Article 2).

Side A:  Yes, what the US government committed during Japanese American Internment was a Genocide.
Side B:  No, it was a not a genocide, but an attempt at National Security.

2.)    Do you think that the US government was justified in their actions of interning all Japanese-Americans from the west coast during World War II?

Side A:  Yes
Side B No


3.) Are Reparations and an official apology acceptable forms of forgiveness?


Side A: Yes
Side B: No

Socratic Seminar Questions

1.)    Should Japanese-American Internment during World War II be classified as a genocide?  Defend your point.  (you may want to review the definitions of genocide - Article 2).
2.)    What did altering the P.O.V. of the literature accomplish as you read?
3.)    What do you feel is a theme from the work? What are we meant to take away from this?
4.)    Do you think that the US government was justified in their actions of interning all Japanese-Americans from the west coast during World War II?
5.)    Why is it important to acknowledge what occurred?
6.)    Why is it important for the US government to acknowledge what occurred?
7.)    What are reparations?
a.    Why do you think they were given?
b.    Who do you think they should go to?
c.     Do you think that they are enough?
8.) Make some predictions about what you may see in the future for this family.

Remainder of the Week

May 10, 2011 - May 16, 2011

Wednesday: 
          Computer Lab, please be sure to bring something to work on. You may want to take the time to work on your Socratic Seminar or Spar questions located below.

Thursday:
          When the Emperor was Divine, please read Chapter 4

Friday:
       Socratic Seminar or Spar (depending on your classes choice)
       Please see the questions above for futher details
       For Monday you will need to turn in 1 page (.5 page for advanced) written response.
                 (You must use a quote for a possible A)

Monday:
     computer lab:  This is a final day to complete your projects.


Wednesday, May 4, 2011

Term four project: Missing Voices

A Missing Voice:

What is a missing voice?
Who does not have a voice?
Why has their voice been silenced?
What can be done to give them a voice once more?

These are just some of the questions that we have discussed this year.  I am now asking you to reflect upon these questions in your own studies.  Take a moment and examine our society, during this reflection; are there voices in our day-to-day society who are or have become missing?  Your task is to give this group a voice once more.


    Step One:  Choosing a Voice
        Research a group whom you have felt has a missing voice.

    Step Two: Presenting the voice.
        Please attach a well-written and thoughtful piece of writing that clearly
explains the group and why their voice is missing.

    Step Three:  A Voice (choose a or b)
a.)    Take a moment and create an artistic or creative means of conveying
the voice that is missing.  Be sure to write a short explanation of your artwork (one paragraph)

b.) You may also choose to present a poem or piece of artwork that you feel represents this group. Be sure to write a short explanation of the art you are using (cite the source of the artwork as well)

Step Four: Sharing
In small groups, we will take time to share your work with one another. Also, the items will be displayed for the class to all witness and discuss.



Overall: Be sure to demonstrate effort, thoughtfulness and insight into our course this past year and what you have taken away from your studies.

Term four project: Tool Box for Change

Below are the projects for Term 4. Please choose one and complete it for May 18.
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Tool Box for Change

Over the course of this year, we have explored some of the darker moments in human history such as the Armenian Genocide and the Holocaust. Your task now, as you enter in to the world, is to become an engine for change to insure that events such as these are not forgotten but also, not repeated. To do this, you will create a toolbox for change.

Step One: Design a Toolbox.
A tangible constructed, creative, 3-diminstional box that is filled with items that will be your tools for change.

Step Two: The Tools
Fill the “box” with at least 5 tools (minimum) that you will use to change the world or inform others.

Step Three: Instructions
Please attach a well-written and thoughtful piece of writing that clearly
explains the tools found in your toolbox, their meaning, and how they will help you remember, educate others, or become a tool for change.

Step Four: Sharing
In small groups, we will take time to share our toolboxes with one another. Also, the items will be displayed for the class to all witness and discuss.


Overall: Be sure to demonstrate effort, thoughtfulness and insight into our course this past year and what you have taken away from your studies.

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