Native Americans and WWII BUT before that...Main Idea work on the Japanese Internment Camps handout

Step One:  Get into groups of 3 at one of the Main Idea Pyramid posters and take out your handout on Japanese Internment  As a group review over the material you read for homework  There is no written Thesis, but what do you think our thesis for this article would be?

Step Two:  Everyone has the SAME Main Ideas in the same order.  Teacher will handout out the various Supporting Details that are mixed up to each group.  As a group lay the SD’s out and decide what Main Idea they fall under, using the ticky-tacky stuff.  You will have about minutes to decide where they go.

Step Three:  The teacher will tell everyone to move to the next Poster. As a group go there and look at what other people came up with.  Does it look like yours?  After about 2 minutes the teacher will signal again, everyone must go to a different poster and see the info

Step Four:  Go back to your original poster/group  As a group look over your SD’s and decide if you want to keep them or move them (4 minutes)  Teacher will give each group a sticky note and as a group write an analysis  Connect the three Main Ideas  Use Historical Context to help explain evidence  What insight did the article give you on the topic?

Step Five:  Put your group members names on it and put them on MS. Dalle-Valle’s desk.  Class discussion on the article…  Now move onto notes on Native Americans in WWII…  (Fill out your chart on WWII impacts on Society)

WWII Impacts on Society Chart African Americans WomenMexican Americans Native Americans Japanese Americans

Pearl Harbor Attack  It seemed to awaken the “warrior” spirit in many Native Americans: thousands went into the armed forces or worked in war production  40% more Native Americans voluntarily enlisted than had been drafted

Ready for War  The Iroqouis, Navajo and other tribes were eager to go and many stood for hours to sign their draft cards while others carried their own rifles.  Nearly all of the able-bodied Chippewas at Grand Portage Reservation enlisted.1942,  1942, nearly 99% of all eligible NA had registered for the draft.

NA Women  Several hundred Native American women served in the WACS (Women’s Army Corps), WAVES (Women Accepted for Voluntary Emergency Service) and Army Nurse Corps.

“Chiefs”  It was a huge show of loyalty to fight the “white man’s war” and overcome many years of disappointment and resentment.  Many recruits were “affectionately” called Chiefs  Native Americans understood the concept of defending your land and fighting for liberty, life, and the pursuit of happiness.

Native American Language  Nazi spies posing as anthropologists visited reservations to subvert some NA tribes and learn their language  Nazi agitators tried to persuade NA’s not to sign up for the draft.  Navajo Language was an important key to victory in the Pacific. The Japanese could never crack the code. The Comanche also had code talkers.The Comanche also had code talkers.

Patriotism  NA tribes saw the Axis powers as a threat  Chippewa, Iroquois, and Sioux declared war on the Axis  They bought Victory Bonds, rationed and migrated out of Reservations to work in the War Industries jobs (about 40,000 left)  Women took over traditional male duties on the reservation