Cultural Standard B: “A culturally-responsive curriculum recognizes cultural knowledge as part of a living and constantly adapting system that is grounded in the past, but continues to grow through the present and into the future.”
My lesson plan contains, but is not limited to, subsection 2 underneath standard B. The number is requiring that students understand cultural systems as they are molded by external forces that are out of their control.
Through my lesson plan about internment camps of the Aleut and Japanese-Americans during WWII, there is mention of trans-generational trauma. The impact of outside forces not only affect the people going through the forced circumstances, but it inflicts trauma on future generations. The trauma, shock, and relocation all impact the culture.
The goal of this lesson is to show a cause and effect of the Aleut and Japanese-American culture. By showing the before and during camp photos and stories, students will identify and recognize the outside influences on the culture. By showing the after photos and the Universal Declaration of Human Rights, students will be able to link the cause to the affect and can form theories about the possible impacts.
Standard D also ties in with expanding knowledge through concepts the students already encountered. Fort Richardson is a well known facility in anchorage, so if students already know the structure or location, adding to the fact that it was partially an internment camp will help the student retain the knowledge. Beyond that, it is common knowledge at a certain age that Jewish persons were persecuted by Germans during WWII. Most people know about the concentration and internment camps in Germany and surrounding areas. By taking that information and dates, just apply similar scenarios to the Japanese-Americans during the execution of Order 9066 or the Aleut into southeast Alaska. The circumstances and reasons were different, but the idea of trauma can engage the knowledge about all cultures that endured camps.