AHS * HUMANITIES 11
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Tuesday, November 19th

11/19/2013

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Objective:
  • Compare the perspectives of second-generation immigrants as portrayed in Through Our Eyes to the perspective of Hatsue
  • Use critical and historical thinking skills to analyze primary and secondary source documents in order to make an informed claim on our historical inquiry driving question:  What was life like in Japanese Internment Camps? Prisons or Temporary Inconveniences?

Starter
  • Watch the trailer to Through Our Eyes
  • Summarize the perspective of these Filipino-Canadians.  What challenge(s) or experience(s) do they have in forming their personal identity?
  • How does this relate to the SFoC?
  • Take this survey for the Board (We want student input for a meeting with the Board)

Agenda
1. Discuss the starter and read aloud/analyze pages 200-203 in SFoC
  • What is Hatsue’s mother’s perspective? What are her hopes and expectations for her daughter?
  • How does Hatsue’s response on page 203 reflect a more American response and how does her mom ever-so subtly point that out? 
  • Why does Hatsue feel regret about this response?

2. Historical Inquiry work time

  • FIRST: Practice close reading with the Minidoka Irrigator source (document #3)
  • Read the first paragraph: "Martial Law was declared in the Manzanar relocation center last Sunday night as a result of mob uprisings led by pro-axis sympathizers in which one Japanese was killed and nine others wounded, according to a UP report yesterday"
  • Close Reading: What is the bias of this article as indicated by the first paragraph?
  • Reading the silences: What effect does the use of passive voice have here?
  • What additional evidence would you need to determine if this is bias or fact?
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    Ashley Carruth

    Humanities 11 Teacher at Animas High School

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  • Daily Blog
  • Syllabus
    • Meet the Teacher
  • Documents
  • Homework
  • Honors
  • Writing Resources
    • Writing Growth Example Page
  • Glamour Shots
  • Advisory