Weedflower 12

LESSON 3 Weedflower 12 Overview Essential Question Upon completion of the first two lessons in the “A • What is our responsibility to make sure we respect all Friend to All” unit, students should have adequate people? background knowledge regarding the historical context of the Japanese American incarceration. Guiding Questions This third and final lesson provides an in-depth • What is a friend? look into the unique circumstances surrounding • How should we treat all people, even if they aren’t the Arizona camps; that is, their placement on friends? Native American reservation lands. The chapter • What is wrong with judging people based on race, book Weedflower, provides a fictional “case study” of religion, and culture? the conflict, cooperation, and eventual friendship that evolves between a Mohave boy and a young Arizona State Standards Japanese American girl sent to the Poston Camp Social Studies—Grade 4 on the Colorado River Indian Reservation. Lesson activities are designed to help students build essential Strand 1: American History vocabulary, describe main events and characters in Concept 8: Great Depression and World War II a story, compare and contrast characters in literary • PO 2. Describe the reasons (e.g., German and selections, and interpret the moral of literary pieces Japanese aggression) for the U.S. becoming involved via a written and illustrated literary response poster. in World War II. • PO 3. Describe the impact of World War II on Arizona Objectives (e.g., economic boost, military bases, Native American and Hispanic contributions, POW camps, relocation Students will be able to: of Japanese Americans). • Use a dictionary to learn the meaning and other • PO 4. Describe how lives were affected during features of unknown words. World War II (e.g., limited goods, women worked in • Use context clues to determine the relevant meaning factories, increased patriotism). of a word. • Describe key events and main characters in a story. Reading—Grade 4 • Compare and contrast characters within a story and between literary selections. Strand 1: Reading Process • Describe examples of stereotyping found in literary Concept 4: Vocabulary selections and in real life and explain the harmful • PO 2. Use context to determine the relevant meaning effects of stereotyping. of a word. • Use the internet to gather, research, and interpret • PO 5. Determine the meanings, pronunciations, information. syllabication, synonyms, antonyms, and parts of • Create a literary response poster that interprets how speech of words by using a variety of reference aids, the power of friendship is a connecting theme in the including dictionaries, thesauri, glossaries, and CD- literary selections read. ROM and Internet when available. Concept 6: Comprehension Strategies • PO 4. Use graphic organizers in order to clarify the meaning of the text. Arizona Curriculum LESSON 3 Weedflower 13 • PO 5. Connect information and events in text to Writing—Grade 4 experience and to related text and sources. Strand 3: Writing Applications • PO 6. Use reading strategies (e.g., drawing Concept 5: Literary Response conclusions, determining cause and effect, making • PO 3. Write a response that demonstrates an inferences, sequencing) to comprehend text. understanding of a literary selection, and depending on the selection, includes: Strand 2: Comprehending Literary Text a. evidence from the text Concept 1: Elements of Literature b. personal experience • PO 3. Identify the moral of literary selection (e.g., c. comparison to other text/media fables, folktales, fairytales, legends). (See R04-S2C1) • PO 5. Describe a character’s traits using textual evidence (e.g., dialogue, actions, narrations, Materials illustrations). • PO 8. Compare (and contrast) the characters, events, • Computer and digital projector and/or student and setting in a literary selection. computers with Internet access • Book: Weedflower by Cynthia Kadohata Strand 3: Comprehending Informational Text Ideally, one book per student—however one book per Concept 1: Expository Text cooperative group will work. • PO 4. Locate specific information by using • Children’s Dictionaries organizational features (e.g., table of contents, • Highlighter Markers headings, captions, bold print, glossaries, indices, • “A Friend to All” Student Packet italics, key words, topic sentences, concluding • page 9: Weedflower: The Birthday Party Vocabulary sentences) of expository text. (Connected to Research Chart Strand in Writing) • page 10: Weedflower: The Birthday Party • PO 6. Interpret information from graphic features Comprehension Worksheet (e.g., charts, maps, diagrams, illustrations, tables, • page 11: Weedflower: U.S. Declares War on Japan timelines) in expository text. (Connected to Research Vocabulary Chart Strand in Writing) • page 12: Weedflower: U.S. Declares War on Japan • PO 8. Draw valid conclusions based on information Comprehension Worksheet gathered from expository text. • page 13: Weedflower: Sumiko and Frank’s Friendship Vocabulary Chart • page 14: Weedflower:Sumiko and Frank’s Friendship Comprehension Worksheet • page 15: Weedflower: Should They Stay or Go? Vocabulary Chart • page 16: Weedflower: Should They Stay or Go? Comprehension Worksheet • page 17: Weedflower: Sumiko and Frank Introduce Bull and Joseph Vocabulary Chart • page 18: Weedflower: Sumiko and Frank Introduce Bull and Joseph Comprehension Worksheet Arizona Curriculum LESSON 3 Weedflower 14 • page 19: Weedflower Internet Research Worksheet for the Japanese empire. Anti-Japanese hysteria was • page 20: Final Wrap-Up Worksheet inflamed by the press with untrue reports of sabotage • page 21: Friendship Poster Template and ship-to-shore espionage activities along the Pacific • Answer Keys coast. Special interest groups, espousing sentiments • page 9A: Weedflower: The Birthday Party Vocabulary of racial nativism, pressured politicians to call for an Chart all out removal of Japanese Issei and Nisei. This was • page 10A: Weedflower: The Birthday Party particularly true in California, where innovative and Comprehension Worksheet hard working Japanese farmers had established a • page 11A: Weedflower: U.S. Declares War on Japan successful niche in the truck produce and agricultural Vocabulary Chart industries. Removal, under the guise of military • page 12A: Weedflower: U.S. Declares War on Japan necessity, would afford Caucasian competitors an Comprehension Worksheet opportunity to acquire hundreds of property and • page 13A: Weedflower: Sumiko and Frank’s agricultural land leases at bargain basement prices. Friendship Vocabulary Chart • page 14A: Weedflower: Sumiko and Frank’s Widespread fear of an impending Japanese West Friendship Comprehension Worksheet coast invasion, believed possible due to subversive • page 15A: Weedflower: Should They Stay or Go? activities of Japanese Americans, became the norm. Vocabulary Chart The comments of Lieutenant General John L. DeWitt, • page 16A: Weedflower: Should They Stay or Go? head of the Western Defense Command, written Comprehension Worksheet to Secretary of War, Henry L. Stimson on February • page 17A: Weedflower: Sumiko and Frank Introduce 14, 1942, demonstrate the serious credibility given Bull and Joseph Vocabulary Chart to such fear. DeWitt wrote: “In the war in which we • page 18A: Weedflower: Sumiko and Frank Introduce are now engaged, racial affinities are not severed by Bull and Joseph migration. The Japanese race is an enemy race, and • Comprehension Worksheet while many second- and third-generation Japanese • page 19A: Weedflower Internet Research Worksheet born on United States soil, possessed of United States • Friendship Poster Examples—run off color copies to citizenship, have become ‘Americanized,’ the racial show students OR show from the computer via digital strains are undiluted.... It therefore follows that along projector the vital Pacific Coast over 112,000 potential enemies • 21A Friendship Poster—Example 1 of Japanese extraction are at large today.” DeWitt later • 21A Friendship Poster—Example 2 publicly proclaimed, “A Jap’s a Jap, and that’s all there • 21A Friendship Poster—Example 3 is to it.” • 21A Friendship Poster—Example 4 • Color Pencils or Color Markers Against this historical backdrop, Weedflower, examines • Exit Cards the life of 12-year-old, Sumiko, who lives on a flower farm in southern California. After the bombing of Background Pearl Harbor, Sumiko’s uncle and grandfather are After the Japanese attack on Pearl Harbor, many sent to prison and the rest of the family is taken to Americans began to suspect that all people of an assembly center, where they live temporarily in a Japanese descent, even American-born, were spies horse stable. The family is next shipped off to Poston, a concentration camp located in the hot dusty Arizona Arizona Curriculum LESSON 3 Weedflower 15 desert. Sumiko makes new friends at camp, grows Mohave boy named Frank. a garden with a neighbor, and develops a tender • Ask students to speculate and discuss the following: relationship with a Mohave boy, Frank. Sumiko learns 1. How do you suppose the Indians felt about the that the camp is located on reservation land and that government’s decision to build these camps on their their presence there is resented by the Indians. As tribal lands? their friendship develops, Sumiko and Frank discover 2. Do you think the government asked the tribal that the Japanese American incarceration experience council (reservation leaders) for permission first holds many parallels with the U.S. government’s

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