(1–3 hours): Background Information and How to Use the BIJAC Website
- Show the map of Bainbridge Island to orient students with its size and location as well as the locations of key military installations and other areas of interest in World War II
- Hand out the blank timeline, graphic organizer, and bibliography for students to take notes on throughout the lesson. You can assign an essential question(s) or allow the students to choose from the list above. Be sure to demonstrate how to fill each out.
- Review the background information given above. Ideally, through the use of a smart board or similar technology, you can demonstrate how to explore the BIJAC website to the entire class and at the same time give an overview of the Bainbridge Island internment experience.
- Start with the section: HISTORY: BI Before WWII. Read the text, view the slideshows (be sure to read the captions), and watch one or several of the oral history film clips. Be sure to note the transcript to the right of each film clip window and the information about the narrator (person who was interviewed) that is below each film clip window. You can also use the oral history film clips from the page Pre-WWII — Lives of Bainbridge Island Nikkei Before the War to demonstrate how to create a skit for the exercise below.
- Briefly go through the rest of the sections in the HISTORY section of the website. To cover the internment experience read the text at the beginning of each topic. Show the students how to find the slideshows and oral history film clips that they will explore on their own.
(5-7 hours): Inquiry — Perform a Skit Illustrating an Internment Topic
- Divide the class into 5–10 groups.
- Assign each group an Internment Topic and give them the appropriate student skit instruction sheet. Priority should be given to the topics 3—7: Pearl Harbor, FBI Instructions and Roundups, Exclusion Order and Preparing to Leave, Evacuation, Manzanar and Minidoka.
- Go over the skit assignment. Assign a deadline for the skit performance. Characters in the skits can be fictional and based roughly on the people they see in the film clips or they can choose to play the actual people they learn about in the film clips.
- Allow groups time to explore their topic on the BIJAC website, ideally through time in a computer lab or in the classroom with at least one computer per group.
- Remind students to take notes on any significant incidents that they learn about by watching the oral history film clips. They should try to imagine what it was like for the narrator (person interviewed in the film clip) as they lived through these events.
- Provide time for the groups to design and practice their skits. You can guide them on how elaborate each skit is. How much written dialog and stage directions are required? And, are backdrops, props, and costumes required?
- After each skit is performed have a class discussion on what was learned and important events that were re-created. Be sure to highlight any areas that apply to your essential question(s). Remind students to continue to take notes on their graphic organizers.
(2–3 hours): Final Assessment: Write a Short Essay/Paper
- Using their graphic organizers students are to write a short paper answering one or more questions on the internment experience.
- Hand out another blank graphic organizer for students to place their final ideas on.
- Give each student a copy of the CBA Scoring Guide and go over the scoring guidelines.
- Remind students how to include quotes in their paper as evidence of a primary source. They can cut and paste from the transcripts provided on the website.
- Remind students to include a timeline or a description of a timeline of the events in the internment experience in their paper.
- Remind students to include a final copy of their bibliography with citations for any website pages and oral history interviews they used as a source in their paper. You may need to hand out another blank copy of the bibliography for their final paper.