Weedflower Project Portfolio: Weedflower Project Portfolio Name of student:
Period:
How to Use this Portfolio: How to Use this Portfolio Click to each slide. When you find a Task slide, follow the directions to perform the task.
Use the Rubric slide after each task to find out how your task will be assessed.
Some tasks must be performed before you read book sections, and some must be performed after. Pay attention to the order in which you must read and perform your tasks.
Table of Tasks Before Reading Chapters 1-5: Table of Tasks Before Reading Chapters 1-5 Brainstorm #1: My Family
Timeline #1: My Day
Floorplan #1: My Home
Map #1: My Community
Brainstorm #1: Brainstorm #1 On the next page, brainstorm your family. Include extended family members (aunts, uncles, cousins, grandparents) who may live in your home. Include ages, grades, jobs, hobbies, favorite activities, goals, best friends, for each family member. Include pets. List relatives who live close by or far away. List friends who live close by.
My Family: My Family If you don’t have enough room on this slide, go to “insert” and select “duplicate slide.” You can insert as many slides as you need to complete this task.
My Day: My Day If you don’t have enough room on this slide, go to “insert” and select “duplicate slide.” You can insert as many slides as you need to complete this task. Draw a timeline of your day, from the time you get up to the time you go to bed. Include all activities and events that would normally occur, along with the things you may do to get ready for school, get ready to go to bed, etc.
My Home: My Home If you don’t have enough room on this slide, go to “insert” and select “duplicate slide.” You can insert as many slides as you need to complete this task. Draw a floorplan of your home. Include furniture and appliances, rugs, windows, doors, etc. If you need an example, go to the Appendix of this Portfolio.
My Community: My Community If you don’t have enough room on this slide, go to “insert” and select “duplicate slide.” You can insert as many slides as you need to complete this task. Draw a map of your community. Include streets, schools, houses, churches, and anything else in your community.
Task #5: Read Chapters 1-5 in “Weedflower”: Task #5: Read Chapters 1-5 in “Weedflower” Choices on how to accomplish this task:
Read silently by yourself
Read aloud with a friend
Skip read with a friend*
Read with a group.
Skip read with a group*
*When you skip read, one person reads out loud and pauses at about every 10
Words. The other reader(s) in a pair or group will read the word that would come next. The the original reader would continue to read.
Remember: you can choose to take turns being the primary reader if you want.
Table of Tasks After Reading Chapters 1-5: Table of Tasks After Reading Chapters 1-5 Brainstorm #2: Sumiko’s Family
Timeline #2: Sumiko’s Day #1
Floorplan #2: Sumiko’s Home #1
Map #2: Sumiko’s Community #1
Brainstorm #2: Brainstorm #2 On the next page, brainstorm Sumiko’s family. Include extended family members (aunts, uncles, cousins, grandparents) who live in her home. Include ages, grades, jobs, hobbies, favorite activities, goals, best friends, for each family member. Include animals.
Sumiko’s Family : Sumiko’s Family If you don’t have enough room on this slide, go to “insert” and select “duplicate slide.” You can insert as many slides as you need to complete this task.
Sumiko’s Day #1: Sumiko’s Day #1 If you don’t have enough room on this slide, go to “insert” and select “duplicate slide.” You can insert as many slides as you need to complete this task. Draw a timeline of Sumiko’s day, from the time she gets up to the time she goes to bed. Include all activities and events that would normally occur, along with the things she may do to get ready for school, get ready to go to bed, etc.
Sumiko’s Home #1: Sumiko’s Home #1 If you don’t have enough room on this slide, go to “insert” and select “duplicate slide.” You can insert as many slides as you need to complete this task. Draw a floorplan of Sumiko’s home. Include furniture and appliances, rugs, windows, doors, etc. If you need an example, go to the Appendix of this Portfolio.
Sumiko’s Community #1: Sumiko’s Community #1 If you don’t have enough room on this slide, go to “insert” and select “duplicate slide.” You can insert as many slides as you need to complete this task. Draw a map of Sumiko’s community. Include streets, schools, houses, churches, and anything else in her community.
Table of Tasks Before Reading Chapters 6-8: Table of Tasks Before Reading Chapters 6-8 Circle of Friends #1: My Friends and Family
Circle of Friends #2: Sumiko’s Friends and Family
Reflection #1: Compare and Contrast your family and friends with Sumiko’s
Circle of Friends #1: My Friends and Family : Circle of Friends #1: My Friends and Family Write the names of the people you are closest to in the middle (Circle of Intimacy). These people would likely include your family members.
Write the names of your closest friends in the Circle of Friendship.
Write the names of people you do things with in the Circle of Participation. These would include classes and teams. If there are too many names, just write the name of the class or team.
Write the names of people who help you, teach you, sell things to you, etc. in the Circle of Exchange. Also write the names of people you help as well.
If someone’s name appears more than once, erase the name if it appears in an outer circle and keep it in the closest circle to the middle.
Slide18: A filled out example of the Circle of Friends is available in the Appendix. My Circle of Friends COF #1
Slide19: A filled out example of the Circle of Friends is available in the Appendix. Sumiko’s Circle of Friends
#1 COF #2
Reflection #1: Compare and Contrast your family and friends with Sumiko’s: Reflection #1: Compare and Contrast your family and friends with Sumiko’s Examine your Circle of Friends (COF) and Sumiko’s. Think of the following questions:
Is your Circle of Intimacy different from Sumiko’s or is it about the same? How?
Is your Circle of Friends different from Sumiko’s or the same? How?
Use the Venn diagram on the next slide to analyze the two COFs. Then write your reflection on the slide following.
Slide21: My COF Sumiko’s
COF Both
Reflection #1: Circle of Friends Use your Venn Diagram to help you write your reflection.: Reflection #1: Circle of Friends Use your Venn Diagram to help you write your reflection.
Task #13: Read Chapters 6-8 in “Weedflower”: Task #13: Read Chapters 6-8 in “Weedflower” Choices on how to accomplish this task:
Read silently by yourself
Read aloud with a friend
Skip read with a friend*
Read with a group.
Skip read with a group*
*When you skip read, one person reads out loud and pauses at about every 10
Words. The other reader(s) in a pair or group will read the word that would come next. The the original reader would continue to read.
Remember: you can choose to take turns being the primary reader if you want.
Table of Tasks After Reading Chapters 6-8: Table of Tasks After Reading Chapters 6-8 Circle of Friends #3: Sumiko’s Friends and Family, After Pearl Harbor
Sumiko’s Day #2: After Pearl Harbor
Sumiko’s Community #2: After Pearl Harbor
Essay #1: Write an essay explaining three ways that Sumiko’s life changed after the bombing of Pearl Harbor.
Sumiko’s Day #2: Sumiko’s Day #2 If you don’t have enough room on this slide, go to “insert” and select “duplicate slide.” You can insert as many slides as you need to complete this task. Draw a timeline of Sumiko’s day, from the time she gets up to the time she goes to bed.
Sumiko’s Community #2: Sumiko’s Community #2 If you don’t have enough room on this slide, go to “insert” and select “duplicate slide.” You can insert as many slides as you need to complete this task. Copy the map of Sumiko’s Community you made for Task # 9. Using basic shapes, put red circles around the places that are no longer available to her and her family after Pearl Harbor.
Essay #1: Write an essay explaining three ways that Sumiko’s life changed after the bombing of Pearl Harbor. : Essay #1: Write an essay explaining three ways that Sumiko’s life changed after the bombing of Pearl Harbor.
Table of Tasks Before Reading Chapters 10 and 11: Table of Tasks Before Reading Chapters 10 and 11 Brainstorm #3: Packing for a long trip
First revision of the list
Second revision of the list
Brainstorming #3: Make a list of everything you would want to take with you on a very long trip.: Brainstorming #3: Make a list of everything you would want to take with you on a very long trip.
First Revision of the List: Forbidden Items: First Revision of the List: Forbidden Items Go back to the previous slide (Brainstorming #2).
Look for items on the following list:
Any kind of electronics (TV, Radio, Video games, cd players, MP3 players, computers)
Any kind of weapon or tool.
Anything with writing on it.
Anything with pictures on it from another country.
Flashlights, lighters, matches.
4. For any of these items, use Format on the Menu bar and select Font. Use the strikethrough option to put a line through any item that is on the list above.
Second Revision of the List: Things you won’t have room for in one suitcase (30X24X10 inches): Second Revision of the List: Things you won’t have room for in one suitcase (30X24X10 inches) Go back to the previous slide (Brainstorming #2).
Use the Format/Font to take out any item that you can do without.
Pretend you must make room for things for a younger brother or sister. Take out more of your own things.
Keep in mind: you don’t know where you are going and do not know exactly what kind of clothing you or your family member will need.
Task #21: Read Chapters 10 and 11 in “Weedflower”: Task #21: Read Chapters 10 and 11 in “Weedflower” Choices on how to accomplish this task:
Read silently by yourself
Read aloud with a friend
Skip read with a friend*
Read with a group.
Skip read with a group*
*When you skip read, one person reads out loud and pauses at about every 10
Words. The other reader(s) in a pair or group will read the word that would come next. The the original reader would continue to read.
Remember: you can choose to take turns being the primary reader if you want.
Task # 22 Reflection #2: Describe three different emotions Sumiko and her family experience while they lose family members, property, basic rights, and finally their freedom. Use examples from the book, and indicate these examples by : Task # 22 Reflection #2: Describe three different emotions Sumiko and her family experience while they lose family members, property, basic rights, and finally their freedom. Use examples from the book, and indicate these examples by
Table of Tasks Before Reading Chapters 12 -14: Table of Tasks Before Reading Chapters 12 -14 Four Square Exploration: What is trauma?
How trauma affects human behavior
Reflection #3
4-Square Exploration: What is trauma?: 4-Square Exploration: What is trauma? Define “trauma” and “traumatic”:
List events in life that could be traumatic:
List emotions you might feel if you have experienced a traumatic event.
Describe one traumatic event that happened to you or someone you know.
How Does Trauma Affect Human Behavior? During traumatic events, people will either behave exceptionally well or exceptionally badly. Often, the way an individual behaves is exactly the opposite of what you might expect for that person. : How Does Trauma Affect Human Behavior? During traumatic events, people will either behave exceptionally well or exceptionally badly. Often, the way an individual behaves is exactly the opposite of what you might expect for that person. List not-so-good things characters do in Weedflower when they experience the trauma of being forced to move into a camp.
List good things characters do in Weedflower when they experience the trauma of being forced to move into a camp.
Reflection #3: What does Sumiko do to cope with the traumas she experiences after the bombing of Pearl Harbor? How does her behavior help or hurt her ability to adjust whenever her situation changes?: Reflection #3: What does Sumiko do to cope with the traumas she experiences after the bombing of Pearl Harbor? How does her behavior help or hurt her ability to adjust whenever her situation changes?
Task #26: Read Chapters 15-19 in “Weedflower”: Task #26: Read Chapters 15-19 in “Weedflower” Choices on how to accomplish this task:
Read silently by yourself
Read aloud with a friend
Skip read with a friend*
Read with a group.
Skip read with a group*
*When you skip read, one person reads out loud and pauses at about every 10
Words. The other reader(s) in a pair or group will read the word that would come next. The the original reader would continue to read.
Remember: you can choose to take turns being the primary reader if you want.
Table of Tasks After Reading Chapters 15-19: Table of Tasks After Reading Chapters 15-19 Sumiko’ Circle of Friends at the camp
Timeline #3: Sumiko’s Day at the camp
Floorplan #3: Sumiko’s Home at the camp
Map #3: Sumiko’s Community at the camp
Essay #2: How did Sumiko’s life change after the family was forced to move to the internment camp?
Slide40: A filled out example of the Circle of Friends is available in the Appendix. Sumiko’s Circle of Friends
At the camp COF #3
Sumiko’s Day #2: Sumiko’s Day #2 If you don’t have enough room on this slide, go to “insert” and select “duplicate slide.” You can insert as many slides as you need to complete this task. Draw a timeline of Sumiko’s day in the camp, from the time she gets up to the time she goes to bed. Include all activities and events that would normally occur, along with the things she may do to get ready for school, get ready to go to bed, etc.
Sumiko’s Home #2: Sumiko’s Home #2 If you don’t have enough room on this slide, go to “insert” and select “duplicate slide.” You can insert as many slides as you need to complete this task. Draw a floorplan of Sumiko’s home in the camp. Include furniture and appliances, rugs, windows, doors, etc. If you need an example, go to the Appendix of this Portfolio.
Sumiko’s Community #2: Sumiko’s Community #2 If you don’t have enough room on this slide, go to “insert” and select “duplicate slide.” You can insert as many slides as you need to complete this task. Draw a map of Sumiko’s camp community. Include streets, schools, houses, churches, and anything else in her community. You don’t have to be historically accurate, but do include places that are mentioned in “Weedflower.”
Essay #2: Write an essay explaining three ways that Sumiko’s life changed after her family was forced to move to the internment camp. : Essay #2: Write an essay explaining three ways that Sumiko’s life changed after her family was forced to move to the internment camp.
Task #32: Read Chapters 20-30 in “Weedflower”: Task #32: Read Chapters 20-30 in “Weedflower” Choices on how to accomplish this task:
Read silently by yourself
Read aloud with a friend
Skip read with a friend*
Read with a group.
Skip read with a group*
*When you skip read, one person reads out loud and pauses at about every 10
Words. The other reader(s) in a pair or group will read the word that would come next. The the original reader would continue to read.
Remember: you can choose to take turns being the primary reader if you want.
Table of Tasks After Reading Chapters 20-30: Table of Tasks After Reading Chapters 20-30 Select either Research Task A, B, or C
Complete Research Task A, B, or C
Complete the prediction.
Research Task A: Poston: Research Task A: Poston Research Task A1: Find Poston, Arizona on a road map. Make a chart that shows how far away it is from major California Cities. Then look up Poston Internment Camp on the Internet. What is in Poston now to show the camp was there?
Research Task A2: Look up the Colorado River Indian Tribes on the Internet. Find out which tribes are represented on that reservation. Find out which of all were represented on the reservation at the time of the Japanese-American internment. Describe how they lived at that time, and how their lives were affected by the internment camp at Poston.
Research Task B: Attitudes and Actions: Research Task B: Attitudes and Actions Research Task B: On the Internet, find official copies of Executive Order 9066 and at least two newspaper articles written at that time about the evacuation of Japanese Americans from the West Coast. What reasons does President Roosevelt give for removing Japanese-Americans from their homes? Do you think that the removal of Japanese-Americans added to any prejudice they suffered after the war? Why or Why not?
Research Task C: Statistical Summary: Research Task C: Statistical Summary Research Task C: Using whatever research sources you can find, build a graphic that shows how many Japanese Americans were held at the various camps.
Prediction: Prediction Sumiko has a choice to make: Should she go to Cleveland with her Auntie, or should she remain at the Poston camp? In the space below, type what you think Sumiko will decide. Give at least three reasons you think she will make the decision you predict.
Task #36: Read Chapters 31-33 in “Weedflower”: Task #36: Read Chapters 31-33 in “Weedflower” Choices on how to accomplish this task:
Read silently by yourself
Read aloud with a friend
Skip read with a friend*
Read with a group.
Skip read with a group*
*When you skip read, one person reads out loud and pauses at about every 10
Words. The other reader(s) in a pair or group will read the word that would come next. The the original reader would continue to read.
Remember: you can choose to take turns being the primary reader if you want.
Table of Tasks After Reading Chapters 31-33: Table of Tasks After Reading Chapters 31-33 Select either Research Task C, D, or E
Complete Research Task C, D, or E
Write a book review.
Research Task C: Moving Out: Research Task C: Moving Out Research Task C1: Using the Internet, find out which cities Japanese-Americans moved to when they were offered a chance to leave the camps. Make a graph or chart to show how many Japanese-Americans moved to each of the cities you found.
Research Task C2: Select one of the cities you found in RT C1. Use the Internet to find out what happened to the Japanese-Americans who moved to that city. Write a report detailing what you found out.
Research Task D: After the War: Research Task D: After the War Select one of the following questions and use any resources you can to find and report on the answer:
Why were some Japanese-Americans reluctant to leave the camps after they were allowed to go?
Most Japanese-Americans chose to remain in the camps rather than move to Midwestern cities. Why?
What did most Japanese Americans find when they tried returning to their homes?
The War Relocation Authority had claimed that it tried to save Japanese-American properties and possessions for them while they were interned. Was this true? Why or why not?
Research Task D: After the War: Research Task D: After the War Select one of the following questions and use any resources you can to find and report on the answer:
Why were some Japanese-Americans reluctant to leave the camps after they were allowed to go?
Most Japanese-Americans chose to remain in the camps rather than move to Midwestern cities. Why?
What did most Japanese Americans find when they tried returning to their homes?
The War Relocation Authority had claimed that it tried to save Japanese-American properties and possessions for them while they were interned. Was this true? Why or why not?
Research Task E: Constitutional Issues: Research Task E: Constitutional Issues Select one of the following questions and use any resources you can to find and report on the answer:
What constitutional rights were taken away from Japanese-Americans after the bombing of Pearl Harbor? What were the reasons given for taking those rights?
Describe unsuccessful and successful legal (court) challenges to Executive Order 9066. What did the courts rule for each? For what reasons?
What could possibly justify denying civil rights to an entire minority in the United States? Explain your answer in detail, even if you say “nothing.”
Book Review for Weedflower: Book Review for Weedflower
References: References