Public Art and Community Engagement
Explores the process of creating art for public spaces and engaging with diverse communities.
Key Questions
- Analyze the challenges and rewards of creating public art.
- Design a public art project that addresses a specific community need.
- Evaluate the ethical considerations of community participation in artistic projects.
Common Core State Standards
About This Topic
The Home Front and Japanese Internment covers the massive social and economic mobilization within the United States during WWII and the tragic violation of civil rights that occurred at home. This topic examines the role of 'Rosie the Riveter' and the 'Double V' campaign, as well as the forced relocation and incarceration of over 120,000 Japanese Americans. Students analyze the legal justification for internment and the long-term impact on the affected communities.
For 11th graders, this topic is essential for understanding the 'total war' effort and the persistent tension between national security and the Constitution. It highlights the contradictions of fighting for democracy abroad while denying it to citizens at home. Students grasp these complex social and legal issues faster through collaborative investigations into wartime propaganda and mock Supreme Court hearings on the Korematsu case.
Active Learning Ideas
Mock Supreme Court: Korematsu v. United States
Students take on the roles of lawyers for Fred Korematsu and the U.S. government. They argue whether 'military necessity' justifies the mass incarceration of a specific racial group, followed by a discussion of the Court's controversial ruling.
Inquiry Circle: The 'Double V' Campaign
Small groups research the efforts of Black Americans to fight for victory over fascism abroad and victory over racism at home. They create a 'front page' for a Black newspaper of the era, highlighting their contributions and their demands.
Gallery Walk: Life in the Camps
Display photos (including those by Ansel Adams and Dorothea Lange) and letters from Japanese American internment camps. Students move in pairs to identify the daily hardships and the ways people maintained their dignity and community.
Watch Out for These Misconceptions
Common MisconceptionJapanese Americans were interned because there was evidence of spying.
What to Teach Instead
There was never any evidence of widespread sabotage or spying by Japanese Americans; the decision was based on 'racial prejudice, war hysteria, and a failure of political leadership.' A 'fact-check' activity helps students see the lack of evidence behind Executive Order 9066.
Common MisconceptionThe internment only affected Japanese citizens living in the U.S.
What to Teach Instead
Two-thirds of those incarcerated were U.S. citizens born in the United States (Nisei). Peer-led analysis of the 14th Amendment helps students see how the government ignored the rights of its own citizens.
Suggested Methodologies
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Frequently Asked Questions
What was Executive Order 9066?
How did WWII change the role of women in the workforce?
What was the 'Double V' campaign?
How can active learning help students understand the home front?
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