A Series of Lessons on Entangled Inequalities in World War II

The second-grade class photograph of 17th Street School in 1946, which had previously been only for students categorized as white. From left to right, Albert V. Vela (3rd from left) and Gonzalo M., Jr. (4th from left), the children of two plaintiffs in the case to desegregate California Schools.

17th Street School, Westminster, Class Photograph. 1945-1946. Courtesy of Chapman University.

Introduction:

Entangled Inequalities is a project that tells the story of the two (extra) ordinary families. The Munemitsu and Mendez families lived on a farm in southern California. Their story connects two pieces of World War II history: the US incarceration of Japanese Americans and the segregation of Latino students in California schools.

The three lessons in this series allow students to learn more about the entangled inequalities faced by these two families. The first two lessons can be stand-alone lessons on each family's experiences with educational inequalities. The third lesson ties their experiences together. It challenges students to consider the multifaceted work towards educational equality.

These lessons support the article series Entangled Inequalities: Japanese Incarceration and Mendez, et al. v. Westminster School District of Orange County, et al. Students will engage with different parts of this series throughout the lessons. Teachers can also use the articles for more student-guided exploration and research.

Find more lessons at Teaching with Historic Places.

Lessons:

Lesson 1: Education Inequalities in Japanese Incarceration Camps in World War II

Students will learn about the Munemitsu family and other Japanese American children at Poston Relocation camp and other Japanese Incarceration camps. By thinking about the educational experiences of these students, we can think more broadly about the injustices of Japanese incarceration.

Lesson 2: Education Inequalities in California Schools during World War II

Students will learn about the Mendez family and other Mexican American children who were sent to separate schools in California before and during World War II. By thinking about the Mendez’s fight for civil rights, we will think about the history of school segregation and the fight against it.

Lesson 3: Entangled Education Inequalities in World War II

Putting Japanese Incarceration Schools and Mexican American School Segregation in Conversation. In this lesson, students will think about these two families and their struggles side by side. In doing so, students will think critically and make arguments about the importance and future of educational equality.

Curricular Standards

Time period: World War II
Topics: World War II, segregation, Latino history, AAPI history, civil rights

United States History Standards for Grades 5-12

This lesson relates to the following National Standards for History from the UCLA National Center for History in the Schools:
Era 8: The Great Depression and World War II (1929-1945)
Standard 3: The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs

Era 9: Postwar United States (1945 to early 1970s)
Standard 4: The struggle for racial and gender equality and the extension of civil liberties

Curriculum Standards for Social Studies

This lesson relates to the following Curriculum Standards themes for Social Studies from the National Council for the Social Studies:
Theme 2: Time, Continuity, and Change
Theme 4: Individual Development and Identity
Theme 5: Individuals, Groups, and Institutions 
Theme 6: Power, Authority, and Governance
Theme 10: Civic Ideals and Practices

Relevant Common Core Standards

This lesson relates to the following Common Core English and Language Arts Standards for History and Social Studies for middle and high school students:
Key Ideas and Details
CCSS.ELA-LITERACY.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Craft and Structure:

CCSS.ELA-LITERACY.RH.6-8.4Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RH.6-8.7Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Text Types and Purposes:

CCSS.ELA-LITERACY.WHST.6-8.1Write arguments focused on discipline-specific content.

Production and Distribution of Writing:

CCSS.ELA-LITERACY.WHST.6-8.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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These lessons were created by Alison Russell, Educator and Consulting Historian with the Cultural Resource Office of Education and Interpretation. It was funded by the National Council on Public History's cooperative agreement wtih the NPS.

Entangled Inequalities: Japanese Incarceration and Mendez, et al. v. Westminster School District of Orange County, et al. is a collaborative project developed in 2022-2023 by interns and fellows with the Cultural Resource Office of Interpretation and Education: Marjorie Justine Antonio, NCPE Intern and ACE CRDIP Intern; Alyssa Eveland, Telling All Americans' Stories Fellow; Melissa Hurtado, Heritage Education Fellow; and Jade Ryerson, ACE Fellow and Consulting Historian with the National Council on Public History.