415
Procedure:
1.
Read about World War II, its causes, the attack on Pearl
Harbor, and the Declaration of War.
2. Read about the Korematsu case, Handout 1.
3. Have the students answer the questions.
4. Have students read Handout 2, Chronology of Events, and
Executive Orders No. 9600 and 34.
5. Distribute Handouts 3 and 4, arguments for Korematsu and
for the U. S. government. The students can fill out a case
study sheet for the facts in the case and/or they may wish
to keep a vocabulary list of words they do not know from
the sheets for further discussion.
6. What do the students think was the Supreme Court’s
decision? Why?
7. Distribute Decision Sheet, Handout 5. Were the students
surprised? If so, why? If not, why not?
8. Basically, was Korematsu denied certain rights as listed in
our own Bill of Rights? If so, what are they?
9. Have students list the Ten Amendments in the Bill of
Rights. Can they?
10. Now distribute a copy of the Bill of Rights, Handout 7, to
refresh their memory.
11. Every day in the local newspapers are examples of the Bill
of Rights. Have students collect articles on the Bill of
Rights in action. The purpose is for students to see, in
their own community, that the Constitution is alive and
these rights are part of our every day lives.
Topic:
World War II and the
Japanese Relocation
Time:
2 periods (with
week-long
follow-up)
Historical
Period:
World War II
(1944)
Core:
Utah
6100 - 0502
US II
6250 - 0702, 0703,
0801
Gov.
6210 - 0201
Author: Adapted from
Law in U. S. History by
Bob Crane
Handouts/Worksheets:
1. Toyosaburo
Korematsu v. United
States (1944)
2.
Executive Order
90644. Chronology
Sheet on Events in
early World War II
3. Arguments for
Korematsu
4. Arguments for the
United States
Government
5. Decision Sheet:
United States v.
Korematsu
(condensed)
6. Additional Cases:
World War II and the
Japanese Relocation
7. Copy of the Bill of
Rights
Objectives:
1.
Students will understand the issues and arguments involved in the Korematsu v. United
States (1944) case.
2.
Students