Students will examine how patriotism comes in many forms through an analysis of the short film "Patriotism and Protest." In the film, experts and Minidoka survivors highlight how the infamous "loyalty questionnaire" during WWII divided the Japanese American community.   

Students will examine how news outlets and government propaganda shaped war hysteria and racism against Japanese Americans during WWII. In the short film, "Power of the Press," students will learn about the pre-war racism against Asian Americans and how community allyship can have a profound effect in combating propaganda.  

Students will examine how language shapes public perception through an analysis of the short film "Power of Words." In the film, experts highlight the various euphemisms used by the US government to describe the WWII incarceration of Japanese Americans and how the language used to describe this event did not match the reality.  

Students will examine the responsibility of citizens through an analysis of the short film "Standing Up for Others." In the film, Japanese Americans draw parallels between their experience during World War II and the experiences of Muslim Americans and asylum-seeking migrant children.  

The Washington Office of Superintendent of Public Instruction has teamed with the Civic Learning Council and the National Constitution Center to provide this professional development opportunity on resources and tools for helping students engage in discussions of controversial issues.

Download the video file here: https://www.dropbox.com/s/jefvmk5tv6t0zoa/OSPI_CLC_CIVICS-BridgeTheDivide-FINAL.mp4?dl=0

The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them. This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. In this module (1 of 4), students analyze their own use of online social media platforms and learn how filter bubbles and confirmation bias shape the content of their media environment. 

This lesson plan can is geared for social studies, but can also be used in other content areas.

Trauma can result when a group of people are forced away from their schools, friends, businesses/work, neighborhoods/communities, then incarcerated without due process, under difficult conditions.
Students explore how historical and traumatic events such as Japanese American incarceration affect communities for the long term and how communities have worked to heal.

Note: This is not a ‘typical’ social studies lesson on Japanese American incarceration. It will involve working with material regarding trauma.
Activities 1 and 2 cover life skills and can be offered in the classroom at any time. (It may be ideal to teach this toward the beginning of the school year) Activity 3 is a foundational piece on what intergenerational trauma is. Activities 4, 5 and 6 go deeper into this topic.

This online lesson provides perspectives from Native American community members and their supporters, images, news footage, an interactive timeline, and other sources about an important campaign to secure the treaty rights and sovereignty of Native Nations of the Pacific Northwest. Scroll to begin an exploration of the actions Native Nations took to address injustices.

Identifying Media Bias in News Sources through activites using relevant news sources to answer the following essential question:Why is this important and relevant today?Students are engaging with a growing number of news sources and must develop skills to interpret what they see and hear.Media tells stories with viewpoints and biases that shape our worldviews.Students must become critical consumers of media which is essential for being an informed citizen.

Students begin this unit by discussing their relationship with art, and the extent to which they believe art drives resistance movements. Students then participate in a Gallery Walk that highlights how members of the Puerto Rico community in the Young Lords used art to advance their ideas and preserve their culture. Students center the activism of Indigenous peoples in Puerto Rico by studying bomba music and murals. This helps them understand the roots of art—both visual and performance—as activism, and respond to the question: How can understanding Latinidad through art help us confront social and political injustices? Throughout this unit, students work in teams to create a poster series that inspires civic engagement and action on issues of social and political injustice.

Civics is the study of our national government, constitution, and the rights and responsibilities of citizenship. Topics in the Puyallup Civics course include democracy and other forms of government; legislative, executive, and judicial functions; the political process; and foreign and domestic policies. The course also includes a summary of Washington State History and local native sovereignty.

This model course reflects 2018 Washington state legislation regarding the High School Civics Course requirement - RCW 28A.230.094.

This course is by Puyallup School District - only submitted by Barbara Soots.

This lesson from the Holocaust Center for Humanity provides an opportunity to define and recognize hatred in all of its forms and how hate and prejudice can escalate when no one speaks up or takes action. The resource incorporates the Pyramid of Hate, created by the Anti-Defamation League (ADL), Echoes and Reflections, and further adapted by the Holocaust Center for Humanity.

The content included in the Holocaust Center for Humanity website is intended for educational purposes only and is free for viewing online.