Analyzing the History of Amache Through Primary Sources
Audience:
Educators interested in using primary source material with students.
Location: Classroom or meeting room
Objectives and Outcomes:
- Participants will be introduced to primary and secondary source materials.
- Participants will learn how to
fulfill Colorado
Model Content Standards for History Standard 2: Students know how to use
the processes and resources of historical inquiry. 2.2: Students know how
to interpret and evaluate primary and secondary sources of historical information.
Time: One Hour
Materials:
- InFocus projector connected to computer with internet access, for instructor.
- Computers with internet connection (optional)
- Handouts: Copies of the Primary Source Analysis Guide
- Copies of the primary sources
listed below, if not using computers.
- Blank paper and writing utensil for evaluation
- Snacks!
Possible Procedures:
1. Introductions and go over agenda (5 minutes)
2. Introduce primary and secondary sources by using the first 15 slides of the
presentation "Using Digital Primary
Source Material with K-12 Students". (10 minutes)
3. Introduce the events leading up
to the creation of the Amache Relocation Center by showing the
presentation and giving the necessary background information. (5 minutes)
4. Handout printouts of primary sources of Amache and analysis guide. Depending
on group size, handout one primary source to each participant, or group of participants.
Alternatively, if participants are on computers, have students view the following
primary sources:
Nurse Matilda Honda and a patient at Colorado General Hospital in Denver, Colorado where Miss Honda is employed as a staff nurse at the relocation center hospital
http://carbon.cudenver.edu/public/library//archives/cdp/chs7.jpgClosed Sign
http://carbon.cudenver.edu/public/library/archives/cdp/mc25.jpg
Evacuees arriving at the Granada Relocation Center
http://carbon.cudenver.edu/public/library/archives/cdp/mc18.jpg
Guard Tower
http://carbon.cudenver.edu/public/library/archives/cdp/mc16.jpgFirst Amache War Casualties
http://carbon.cudenver.edu/public/library/archives/cdp/mc15.jpgThree young evacuees drop their baggage and relax to argue about whose bunk goes in which corner on arriving at their new quarters.
http://carbon.cudenver.edu/public/library/archives/cdp/chs8.jpgAmache High School Student Letters (choose one of the letters)
http://carbon.cudenver.edu/public/library/archives/cdp/corr.pdfGranada Relocation Center Directory
http://carbon.cudenver.edu/public/library//archives/cdp/dir2.pdf
Granada Pioneer Dec. 5, 1942
http://carbon.cudenver.edu/public/library//archives/cdp/v1n13.pdf
Children in the Granada Relocation Center
http://carbon.cudenver.edu/public/library/archives/cdp/mc24.jpg
5. Give participants time to analyze their primary source using the Analysis Guide (10 minutes).
6. Have participants present to group their primary source and their analysis. (5 minutes)
7. Discuss as a group, were the analyses accurate? What other information do you need to determine this? How does viewing just one of the sources suggest a different history then viewing several or all of the primary sources? Were participants aware that there was a relocation center in Amache? Discuss how the primary source analyses tell the history of Amache. (10 minutes)
8. Discuss How using primary source materials supports student experience with using historical inquiry. Discuss suitable assessments for the standard. (5 minutes)
9. Show instructors how you accessed the Amache images, from the Amache Digital Collections Project. Show other collections of primary source materials about the Japanese Relocation Centers during WWII, such as "Suffering under a Great Injustice": Ansel Adams's Photographs of Japanese-American Internment at Manzanar". (5 minutes)
10.
Evaluations and wrap up. (5 minutes)
From "A History of Us" Workshop, University of Denver, June &
November, 2003.
