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Washington state K-12 learning standards Reading Standards for Informational Text (For these standards, the articles in this AAG Social English would serve as the “text.”) • Key Ideas and Details Studies Example - RI.4.3: Explain events, Language procedures, ideas, or concepts in a EALR 1: CIVICS historical, scientific, or technical text, The student understands and including what happened and why, based applies knowledge of government, law, politics, Arts on specific information in the text. and the nation’s fundamental documents to make decisions about local, national, and • Craft and Structure international issues and to demonstrate Example - RI.4.5: Describe the overall Reading Standards for Literature thoughtful, participatory citizenship. structure (e.g., chronology, comparison, (The following standards assume the script of cause/effect, and problem/solution) of • Component 1.1: Understands key the play as the text – in some cases the book The events, ideas, concepts, or information in ideals and principles of the United Journal of Ben Uchida: Citizen 13559 is a reinforcing a text or part of a text. States, including those in the text for these standards.) • Integration of Knowledge and Ideas Declaration of Independence, the • Key Ideas and Details Constitution, and other fundamental Example - RL.4.3: Describe in depth a RI.4.7: Interpret information documents. Click on an articlecharacter, tosetting, or event in a story or link to it: presented visually, orally, or drama, drawing on specific details in the quantitatively (e.g., in charts, graphs, • 1.1.1 Understands the key ideals of text (e.g., a character’s thoughts, words, diagrams, time lines, animations, or unity and diversity. The community or actions). interactive elements on Web pages) is made up of people from various • Craft and Structure • Range of Reading and Level of Text cultures. The benefits of diversity for Example - RL.4.5: Explain major Complexity a community include the increased differences between poems, drama, and RI.4.10: Read and comprehend range of viewpoints, ideas, customs, prose, and refer to the structural elements informational texts, including history/ and choices available. of poems (e.g., verse, rhythm, meter) and social studies, science, and technical • 1.1.2 Understands and applies drama (e.g., casts of characters, settings, texts, in the grades 4–5 text complexity the key ideals of unity and descriptions, dialogue, stage directions) band proficiently, with scaffolding as diversity within the context of the Synopsis ........................................................................................................when writing or speaking about a text. needed at the high end of the range. community. Explains the diverse 2 • Integration of Knowledge and Ideas Writing Standards perspectives of cultural groups in the Example - RL.4.7: Make connections (See the Lasting Connections activity sheet and community. between the text of a story or drama writing prompts from Jump Start in the AAG.) EALR 3: GEOGRAPHY and a visual or oral presentation of the • Text Type and Purposes • 3.2.2: Understands the cultural text, identifying where each version Example - W.4.3: Write narratives to universals of place, time, family life, State Learning Standards ..............................................................................reflects specific descriptions and develop real or imagined experiences or 3 directions in the text. events using effective technique, descriptive economics, communication, arts, • Range of Reading and Level of Text details, and clear event sequences. recreation, food, clothing, shelter, Complexity. • Production and Distribution of Writing transportation, government, and Example - RL.4.10: Read and W.4.4: Produce clear and coherent education. comprehend literature, including stories, writing in which the development and We’re All on the Same Team – Theaterdramas, andEtiquette poetry, in the grades 4–5 organization are............................................ appropriate to task, 5 text complexity band proficiently, with purpose, and audience. (Grade-specific scaffolding as needed at the high end of expectations for writing types are the range. defined in standards 1–3 above.) Speaking and Listening Standards • Research to Build and Present Knowledge • Comprehension and Collaboration W.4.7: Conduct short research Writing Plays – Naomi Iizuka, Playwright .....................................................projects that build knowledge through 6 Example - SL.4.1: Engage effectively in a range of collaborative discussions investigation of different aspects of a topic. (one-on-one, in groups, and teacher-led) Reading Standards: Foundational Skills with diverse partners on grade 4 topics • Phonics and Word Recognition and texts, building on others’ ideas and Example-RF.4.3.a: Use combined A Chat with Desdemona Chiang, Directorexpressing their own clearly. .......................................................knowledge of all letter-sound 7 • Presentation of Knowledge and Ideas correspondences, syllabication patterns, SL.4.4: Report on a topic or text, tell and morphology (e.g., roots and a story, or recount an experience in an affixes) to read accurately unfamiliar organized manner, using appropriate multisyllabic words in context and out facts and relevant, descriptive details of context. About the Set – From Carey Wong, Setto support Designer main ideas or themes; speak • Fluency .............................................9 clearly at an understandable pace. Example - RF.4.4.b: Read grade-level • Vocabulary Acquisition and Use prose and poetry orally with accuracy, SL.3.4: Determine or clarify the meaning appropriate rate, and expression on of unknown and multiple-meaning word successive readings About the Costumes – From Christineand phrases.Tschirgi, Costume Designer ...............13 Forced from Home – Japanese Americans in Western Washington ...............17 Pictured: USS Arizona Memorial in PearlSeeing Harbor, Hawaii Discrimination ................................................................................Links and resources22 on Japanese-American Culture, HISTORY OF PEARL the History of Pearl Harbor, and more HARBORFear Is the AND Worst Leader ..............................................................................23 JAPANESE-AMERICAN INTERNMENTSpreading the News – Communication in the 1940s .....................................24 Photo courtesy of Shioya-Blauvelt family HistoriesJapanese View of theof Attack Pearl on HarborPearl Harbor and Japanese-American Internment .....................26 Pearl Harbor NATIONAL GEOGRAPHIC KIDS: Attack on Pearl Harbor HISTORYNEWSNETWORK.ORG: COMMUNITY JAPANESE-AMERICAN HISTORY.COM: Japanese-AmericanRemembering Pearl Harbor with Japanese and American Teachers History, Pearl Harbor Culture, Community ........................................27 JAPANESE CULTURAL & An interesting look at the different ways our cultures remember and teach about Pearl Harbor, Community from the cause of the attack to its aftermath. SOCIAL STUDIES FOR KIDS: HISTORY, CULTURE, Center of Washington The Pacific War Before Pearl Harbor Japan-America Society of the State of DramaSTRIPES.COM: in Action – LearnThe Pacific War After Pearl by Harbor Doing ..............................................................Washington 28 On Pearl Harbor, History a Matter of Perspective for Japan, U.S. COMMUNITY LINKS The European War Before Pearl Harbor NAPOST.COM: The North American NBCNEWS.COM: Pearl Harbor Museum Now Shows Japanese Perspective The European War After Pearl Harbor HISTORY CULTURE Post The North American Post is a community Words & Phrases ThatSCHOLASTIC.COM: Might Be New to You .................................................newspaper that celebrates Japanese culture 29 EVERYCULTURE.COM: BERKELEY.EDU: Japanese How Japanese Americans in the Greater Seattle area. Founded by first Attack on Pearl Harbor: An Online Preserved Traditions Behind Barbed Wire generation Japanese-Americans in 1902, Learning Activity Americans Internment of Japanese the publication is one of the oldest minority- Pearl Harbor HISTORYLINK.ORG: NPR.ORG: The Creative Art of Coping in owned newspapers in the region. Jump Start – Give This a Try ....................................................................... Japanese Americans 31 Hour by Hour Account of the Attack Japanese Internment in Seattle and King County Americans on Pearl Harbor DiscoverNikkei.org For more links and information, see the article Forced from Home on page ?? A multilingual Japanese-American Timeline 1600-1941: Key Events SMITHSONIAN.COM: The Art of Gaman: NPS.GOV: Seattle Chinatown Historic National Museum web project where Arts and Crafts from the Japanese visitors share, explore and connect with each DUCKSTERS.COM: District Internment Camps (video) ActivityJapanese Internment Pages Camps .............................................................................................other through diverse Nikkei experiences, 32 culture and history. WIKIPEDIA: HISTORYLINK.ORG: World War II Japanese American Internment – Seattle/King History of the Japanese in Seattle Cherry Blossom & Japanese Cultural County Festival SEATTLEGLOBALIST.COM: Available for download at *Active Links can be Seattle Japanese THE WING: American BooklistDENSHO.ORG: .......................................................................................................Wing