ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [SS2010] USS6 (6) 7 :
7 ) Identify changes on the American home front during World War II.

Example: rationing

•  Recognizing the retooling of factories from consumer to military production
•  Identifying new roles of women and African Americans in the workforce
•  Describing increased demand on the Birmingham steel industry and Port of Mobile facilities (Alabama)
•  Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and occupants of internment camps (Alabama)
[SS2010] US11 (11) 10 :
10 ) Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

•  Describing Alabama's participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases (Alabama)
Subject: Social Studies (6 - 11)
Title: Prisoner in My Homeland
URL: https://www.mission-us.org/games/prisoner-in-my-homeland/
Description:

This interactive game from WNET Thirteen, “Prisoner in My Homeland,” puts players in the shoes of 16-year-old Henry Tanaka, in 1941, whose family is forced to leave their home on Bainbridge Island, WA, for a prison camp in Manzanar, CA. Players grapple with the choices and challenges faced by more than 120,000 Japanese Americans as they coped with their unjust incarceration during World War II. Teachers will need to register to play this game.  The game can be played in a whole group setting or individually.  Teachers can also download a teacher's guide.


   View Standards     Standard(s): [SS2010] USS6 (6) 7 :
7 ) Identify changes on the American home front during World War II.

Example: rationing

•  Recognizing the retooling of factories from consumer to military production
•  Identifying new roles of women and African Americans in the workforce
•  Describing increased demand on the Birmingham steel industry and Port of Mobile facilities (Alabama)
•  Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and occupants of internment camps (Alabama)
[SS2010] US11 (11) 10 :
10 ) Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

•  Describing Alabama's participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases (Alabama)
Subject: Social Studies (6 - 11)
Title: Japanese American Incarceration
URL: https://sheg.stanford.edu/history-lessons/japanese-american-incarceration
Description:

In this lesson, students investigate a series of primary documents to address the question: Why did the United States government incarcerate Japanese Americans during World War II? Students will watch a newsreel from 1942 that the government made to explain the internment. Then, students will read four other primary documents about the internment to answer the essential question. 

The website includes lesson plans, PowerPoint presentations, primary source documents, and student graphic organizers. Teachers will need to create a free account to access the materials. 


   View Standards     Standard(s): [SS2010] USS6 (6) 7 :
7 ) Identify changes on the American home front during World War II.

Example: rationing

•  Recognizing the retooling of factories from consumer to military production
•  Identifying new roles of women and African Americans in the workforce
•  Describing increased demand on the Birmingham steel industry and Port of Mobile facilities (Alabama)
•  Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and occupants of internment camps (Alabama)
Subject: Social Studies (6)
Title: Japanese American Internment Experience During World War II
URL: https://learninglab.si.edu/collections/japanese-american-internment-experience-during-world-war-two/XmFpe0pDUw0kzxEG#r
Description:

This collection contains videos, articles, photographs, letters, and documents. This collection allows students to explore Japanese American internment and answers the question: What was life like for Japanese Americans in internment camps?


   View Standards     Standard(s): [SS2010] USS6 (6) 7 :
7 ) Identify changes on the American home front during World War II.

Example: rationing

•  Recognizing the retooling of factories from consumer to military production
•  Identifying new roles of women and African Americans in the workforce
•  Describing increased demand on the Birmingham steel industry and Port of Mobile facilities (Alabama)
•  Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and occupants of internment camps (Alabama)
Subject: Social Studies (6)
Title: Becoming Aware of the Japanese American Internment Camp Experience
URL: https://amhistory.si.edu/perfectunion/resources/activity1.html
Description:

In this lesson, students simulate situations Japanese American children faced by creating a list of things that are important to them and choosing what they would take and leave behind to develop empathy for the Japanese American internment camp experience.


   View Standards     Standard(s): [SS2010] LWT (0) 6 :
6 ) Compare cultural similarities and differences in individuals, families, and communities.

Examples: celebrations, food, traditions

[SS2010] LWT1 (1) 11 :
11 ) Identify traditions and contributions of various cultures in the local community and state. (Alabama)

Examples: Kwanzaa, Christmas, Hanukkah, Fourth of July, Cinco de Mayo

[SS2010] USS6 (6) 7 :
7 ) Identify changes on the American home front during World War II.

Example: rationing

•  Recognizing the retooling of factories from consumer to military production
•  Identifying new roles of women and African Americans in the workforce
•  Describing increased demand on the Birmingham steel industry and Port of Mobile facilities (Alabama)
•  Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and occupants of internment camps (Alabama)
[ARTS] VISA (0) 1 :
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (1) 2 :
2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

[ARTS] VISA (6) 2 :
2) Formulate an artistic investigation and discovery of relevant content for creating art.

Example: Make, share, and revise a list of ideas and preliminary sketches.

Subject: Social Studies (K - 6), Arts Education (K - 6)
Title: Make Your Own Fish Kite
URL: https://amhistory.si.edu/ourstory/pdf/internment/internment_kite.pdf
Description:

In this learning activity, students make their own Koinobori (fish kite). These kites were an important way of life for Japanese American children in internment camps during World War II.


   View Standards     Standard(s): [SS2010] USS6 (6) 7 :
7 ) Identify changes on the American home front during World War II.

Example: rationing

•  Recognizing the retooling of factories from consumer to military production
•  Identifying new roles of women and African Americans in the workforce
•  Describing increased demand on the Birmingham steel industry and Port of Mobile facilities (Alabama)
•  Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and occupants of internment camps (Alabama)
[ELA2021] (6) -3 :
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
Subject: Social Studies (6), English Language Arts (6)
Title: Teaching Japanese American Incarceration Through Comics & Graphic Novels
URL: https://americanhistory.si.edu/sites/default/files/file-uploader/Incarceration-through-Comics-and-Graphic-Novels.pdf
Description:

In this learning activity, students will gather information about personal experiences of survivors of Japanese-American internment camps during World War II. Students communicate the information they learn by creating their own comic to retell the story of the survivors. Resource links to videos, journals, articles, comic book template and artwork are included in the material. 


   View Standards     Standard(s): [SS2010] USS6 (6) 6 :
6 ) Identify causes and consequences of World War II and reasons for the United States' entry into the war.

•  Locating on a map Allied countries and Axis Powers
•  Locating on a map key engagements of World War II, including Pearl Harbor; the battles of Normandy, Stalingrad, and Midway; and the Battle of the Bulge
•  Identifying key figures of World War II, including Franklin D. Roosevelt, Sir Winston Churchill, Harry S. Truman, Joseph Stalin, Adolf Hitler, Benito Mussolini, Michinomiya Hirohito, and Hideki Tōjō
•  Describing the development of and the decision to use the atomic bomb
•  Describing human costs associated with World War II
Examples: the Holocaust, civilian and military casualties

•  Explaining the importance of the surrender of the Axis Powers ending World War II
[SS2010] USS6 (6) 7 :
7 ) Identify changes on the American home front during World War II.

Example: rationing

•  Recognizing the retooling of factories from consumer to military production
•  Identifying new roles of women and African Americans in the workforce
•  Describing increased demand on the Birmingham steel industry and Port of Mobile facilities (Alabama)
•  Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and occupants of internment camps (Alabama)
[SS2010] WH9 (9) 14 :
14 ) Describe causes and consequences of World War II.

Examples: causes—unanswered aggression, Axis goal of world conquest

consequences—changes in political boundaries; Allied goals; lasting issues such as the Holocaust, Atomic Age, and Nuremberg Trials

•  Explaining the rise of militarist and totalitarian states in Italy, Germany, the Soviet Union, and Japan
•  Identifying turning points of World War II in the European and Pacific Theaters
•  Depicting geographic locations of world events between 1939 and 1945
•  Identifying on a map changes in national borders as a result of World War II
Subject: Social Studies (6 - 9)
Title: History Explorer: The Nisei Soldiers
URL: http://americanhistory.si.edu/connect/podcasts/history-explorer-nisei-soldiers-0
Description:

This podcast is a collection of personal stories told from soldiers and family members of Japanese Americans (Nisei) who volunteered to serve in the U.S. Army during World War II. The podcast describes the experiences of some Japanese Americans and the consequences of World War II.


ALEX Classroom Resources: 7

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