1939-1952

Lesson 2: WAR AND NATIONAL SECURITY

Landscapes of Injustice tells a story of the loss of home. It is about fear, racism, and measures taken in the name of security that made no one safer. It is also about the resilience of Japanese Canadians confronting injustice.

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Tug-for-Truth Activity

Japanese Canadians were interned in summer and fall of 1942 as a wartime necessity by the government of Canada. In this activity students explore the validity of the government’s position, weighing evidence and unpacking claims that Japanese Canadians were a threat to the nation.

SUGGESTED TIME: 60 MINUTES

Teaching Instructions

  1. Place a tug-of-war diagram on the whiteboard, or tape a piece of rope on the wall and use post-it notes. Provide students with Handout 2.2 Tug-for-Truth.

    - On your whiteboard above the diagram, write the claim: It was necessary to uproot and intern Japanese Canadians.

    - Inform the class that they are going to debate this question in light of evidence presented on both sides of the issue.

  2. Mix the class into varied student groups of 4-6 and provide each group with the evidence package (Sources 2.14–2.19).

    - Inform the groups that the first step is to assess the sources provided and enter evidence on either side of the claim on Handout 2.2 Tug-for-Truth. (You may assign one handout to each student or one for the group to complete collectively).

    - Allow the student groups 20 minutes to review the evidence package and begin formulating which side of the claim to add their evidence to.

  3. Explain to the students that they will now begin writing evidence, on either side of the claim, on the whiteboard. Tell them that they can only add two kinds of things to the whiteboard/display:

    - Evidence that directs the tug in the yes or no direction of the claim or by adding a question about the claim or evidence. The question may ask for more information, ask for clarity, or offer a recommendation.

    - Allow groups about 10–15 minutes to add claims, note questions and reflect on what has been recorded.

    - Apply Handout 2.3 Tug-For-Truth Assessment Rubric at this stage as you check in with each table group, or at the end with the student summative activity.

  4. Finish the activity by asking the students what new ideas they have about the question of truth.

    - Can we decide now? What grey areas may remain? Why was there evidence presented on either side of the claim? What additional evidence might sway the judgment to one view or the other?

  5. Students take 5 minutes to record a final judgment on the claim based on the evidence on the whiteboard, the information shared in debriefing and their own notes. These can be shared, graded or kept in a learning portfolio.

Handouts

Sources