Activity 6-1

Activity 6-1: Perspectives on Redress and Reparations

Introduction

In this activity, students debate whether the U.S. government should provide redress to Japanese Americans who spent time in incarceration camps. A third of the class will argue for redress and another third will argue against it. The last third will vote on whether to approve redress. Following the vote, students will learn how the government responded to demands for redress.

Time

Two class periods

Materials

Handout 6-1a: Arguments for Redress (two copies)
Handout 6-1b: Arguments Against Redress (two copies)
Handout 6-1c: Debate Procedures (one copy per student)
Handout 6-1d: Outcome of the Redress Debate (one copy)
Transparency: Letter from George Bush

Download printer-friendly (PDF) file of Activity 6-1 handouts and transparency

Download printer-friendly (PDF) file of lesson page and activity procedures

Procedure

1. Download and print the PDF file of Activity 6-1 handouts and transparency. Make copies as indicated above.

2. Divide the class into three groups. The class will debate whether Japanese Americans should be provided redress for the incarceration experience. Distribute handout 6-1a: Arguments for Redress, to one of the groups, and handout 6-1b: Arguments Against Redress, to another group. The last group should receive copies of both and will serve as the audience who will vote either for or against redress. Give groups approximately 30 minutes to prepare for a class debate. The two debating groups should decide on roles for students and prepare to debate their positions. The audience group should study and discuss both positions. A debate moderator should be selected from the audience group. The moderator should not be allowed to vote.

3. Distribute handout 6-1c: Debate Procedures, to each student. Students must follow these procedures in their debate. Allow one class period (45 minutes) for the debate.

4. When students are done, discuss the activity with the following questions:

Did your opinion about redress change during the proceedings?
Which arguments seemed most persuasive?
How far apart did the two sides seem to be initially?
Do you think that a compromise would have been possible?
How did your group work together in preparing for the deliberations?
What do you think the actual outcome was?

5. After debriefing, have a student read handout 6-1d: Outcome of the Redress Debate to the class. Discuss the actual outcome with students.

6. Display the transparency: Letter from George Bush, on the overhead and select a student to read this letter aloud. Give students some time to offer any comments.