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Students will be researching and analyzing the internment of Japanese Americans on the west coast of the US during WWII.

Students will analyze eyewitness descriptions of the firebombing of Tokyo and respond to it in a method of (mostly) their choosing.

Students will be involved in drawing evaluative conclusions about our U.S. role in the world today and into the future based upon the direction provide by President Harry S. Truman beginning in 1945.

Through cooperative learning and interaction students will examine how our past can have a real impact on our existence. This lesson will incorporate technology (the use of the internet) and various primary and secondary sources.

Journals/diaries written by the students from the viewpoint of Japanese Americans sent to the internment camps during WWII that include multimedia and social media aspects. This is an individual activity that is researched based with technology aspects that uses primary and secondary resources.

This will be a technology-based, analysis, assignment that will focus on primary source documents of President Truman's viewpoints on race and letters that Brooklyn Dodgers Hall-of-Famer Jackie Robinson wrote to former Presidents.

Students will write a letter to an appropriate government official arguing for or against the use of the Special Minimum Wage Certificate.

The lesson will incorporate primary sources, specifically political cartoons, relating to government spying and our interpretations of it. It will use a Socratic Seminar to explore the different viewpoints and arguments of student regarding the issue and will culminate in a short student reaction essay.

Students will research the historical cause of desegregating the Armed Forces.

Individual research to find contrasting evidence for change based on the 1929 DePriest Tea Incident.