Unit III: American Pluralistic Society

Note: While this lesson focuses on Japan and Japanese Americans, the class did also study West Africa and African Americans using the same format. This was part of a year-long unit in social studies. Pacific Crossings: Japanese Americans in Chicago By Diane Deckert Baker Demonstration School, National-Louis University, Evanston, Illinois Grade level: 4-6 and higher Subject Area: Interdisciplinary Introduction American society is pluralistic, whether we like it or not. We often find ourselves “clanning” with those like us, with a resulting society of ethnicities living uneasily, side by side in separate and often unequal communities. As educators, we have the opportunity to shape citizens for the future who will contribute to a more just, humane, and democratic society. This study of the Japanese American experience can help our students develop the capacity to recognize viewpoints besides their own and to understand the interdependence in dynamic systems in our country and globally. Objectives/Goals Learn about the geography, history, and culture of Japan. Understand the motivations for Japanese immigration to the U.S. Recognize the cultural transitions and transformations of the Japanese immigrant experience. Appreciate the role of civil rights (on a legal level) and tolerance (on a personal level) in a pluralistic society. Promote a commitment to justice by analyzing the causes and effects of prejudice. Procedure Attached is a schematic web of a ten month curriculum designed around the theme of immigration. I began the year with an extended activity involving artifact interpretation. The intent was to lay the foundation for children to use cultural objects as the stepping stones to a deeper understanding of cultural beliefs and world views. Family histories followed in order for children to recognize the experience of migration in their own backgrounds. It is important for each child to investigate and report about their family history so they can begin to make connections to history and, for most of us, the immigrant experience. I also believe that people who respect their own identity are more willing and able to extend respect to people whose identities are different. The next two topics were West Africa and Japan. Then we brought those studies home, so to speak, by learning about African Americans and Japanese Americans in Chicago. Migration within the US helped us to understand the growth of Chicago. We also examined the prejudices past and present that these two groups have experienced, and the meaning of civil rights and tolerance. Activities related to the study of Japan included filmstrips and videos, taiko drumming performances, sumi-e lessons, making and eating sushi rice and cucumber rolls, making origami, playing Japanese children’s games, creating a Japanese-style journal and visiting a Japanese market and store. Children were also encouraged to select a topic related to Japan and Japanese Americans, conduct research, and create a computer hyperstack to share with classmates and parents. Japanese American Readings Whole class: Yashima, Taro. Crow Boy. Mochizuki, Ken. Baseball Saved Us. Uchida, Yoshiko. The Bracelet. Say, Allen. Grandfather’s Journey. Literature Circles: Uchida, Yoshiko. Journey to Topaz. Soto, Gary. Pacific Crossing. Assessment/Evaluation Students’ final products were assessed by peers. For example, hyperstacks were shared and feedback given by users. Other projects were similarly assessed so that students had to “defend” their products and projects.