The materials presented in this resource support many of the learning
outcomes contained in the Social Studies Five Integrated Resource Package
and the Social Responsibility Standards for the intermediate grades.
The prescribed learning outcomes (PLOs) are identified in the section
“Curriculum Connections.” The suggested time frame for the unit
ranges from 14.5 to 18.5 hours of classroom instruction.
The lessons provide students with opportunities to critically reflect
upon events and issues in order to make connections with the past, examine
the present and hopefully, shape the future. Students examine primary
sources: copies of actual photographs, government documents, post cards
and personal accounts to make these connections. Their reflections are
chronicled in their journals.
Although the PLOs specifically address the grade five curriculum, the
resource has been field tested in grades four, five, six and seven because
it supports the goal of the British Columbia Social Studies K-11curriculum
“to develop thoughtful, responsible, active citizens who are able to acquire
the requisite information to consider multiple perspectives and to make
- a rationale for teaching about the internment of Japanese
- frequently asked questions about the Japanese Canadian
- cautions and guidelines for teaching controversial issues,
teaching strategies and suggestions for journal entries,
teacher and student resource material from primary and secondary
- a rubric for assessing student performance,
- relevant teacher background
materials (bibliography, historical overview, glossary, annotation
for children's books).
Furthermore, this unit covers many of the learning outcomes of the grade
five Social Studies curriculum and the Social Responsibility Performance
Standards. It addresses specific needs in the Social Studies curriculum
- content information about the internment of Japanese
Canadians and the knowledge about significant consequences for many
families in British
- an understanding of issues of human rights, racism, discrimination
and the redress of Japanese Canadians, in order to realize how
easily stereotyping happens and how dangerous it may be to remain silent,
foundational springboard from which to study other cultures that
form our multicultural Canada of today.
The Unit consists of thirteen lessons:
- Introducing the Issues
and Keeping a Journal
Using a "Beliefs" statement chart, students begin to think
about some of the key issues behind this unit before the actual study
of the content. The teacher will also be able to survey the baseline
of attitudes held by students.
Students reflect on what they learn by
keeping a journal. To help frame their thinking, students are given
sentence starters. The journal is
a valuable assessment tool for teachers to determine the kind and level
of critical thinking and understanding students attain after each lesson.
Students play a strange game in which the rules are not clear and do
not seem fair (i.e. scoring is not based on merit, but on physical
characteristics), so that they can experience discrimination.
Charter of Rights
Students work in groups to create a set of rules for the classroom
based on their ideas of fairness. Students experience the frustration
not being able to participate in a democratic process.
- Comparing Classroom
Rights with the Canadian Charter of Rights
Students learn about the Canadian Charter of Rights and Freedoms.
They compare and contrast the classroom rights with the Canadian
Rights and Freedoms using a Venn diagram.
- What is Discrimination?
What is Racism?
Students learn about discrimination and racism through a strategy called
Concept Attainment, which uses examples and "non-examples" to
illustrate the concept of equality.
- Viewing Photographs
Students learn to analyze photographs by using the 5 Ws and H. (Who,
When, Where, Why, What and How). They gain knowledge about the Japanese
Canadian experience by viewing these photographs.
and How Rumours Develop
Students play the "Telegraph Game" to experience how messages
can be distorted as they are spread. They are shown some outrageous headlines
and have to determine which ones really came from a newspaper. Students
learn about the effects of mass media.
- The Charter of Rights
and Freedoms and the
Treatment of Japanese Canadians
Students determine whether or not Japanese Canadians were treated
fairly with respect to certain rights that other Canadians held.
Students use a variety
of primary and secondary sources as evidence to support their opinions.
of the Internment Camps
Students locate internment camps on a map of British Columbia. They
learn about the different hardships that were forced upon Japanese
when they were relocated from the west coast of British Columbia.
in Internment Camps
Students simulate the cramped and crowded living conditions of internees
by trying to fit their own belongings in a floor plan of an internment
shack. They also examine various primary and secondary sources to
learn about life during internment.
Students examine charts to analyze the distribution of Japanese Canadians
over time and from province to province. This activity could be a
data analysis exercise in math class.
How to Apologize for Making a Mistake
Students assess a number of scenarios to determine whether a situation
warrants an apology; and if yes, suggest how reparations could be
made. They learn that the bigger the mistake (or injustice), the
apology (and the more difficult it is to make that apology). They
learn about redress for Japanese Canadians.
Students examine the main events in Japanese Canadian history.