For Educators

The Minoru Yasui Student Contest provides a rich opportunity for students to explore the World War II incarceration of Japanese Americans alongside timely issues including civil and human rights, racial justice, prejudice, and activism and advocacy. This year’s prompt allows students to consider various aspects of immigrant and refugee experiences on national, state, and local levels.  

Included below are some of the relevant Oregon Academic Content Standards. Also included are some of the relevant academic standards from the Common Core State Standards and the College, Career, and Civic Life
(C3) Framework for Social Studies State Standards. Visit the Theme Guide for ideas and instructional materials about the Japanese incarceration and the life and legacy of Minoru Yasui.  

For any questions or concerns, please contact Jennifer Fang, Director of Education, Japanese American Museum of Oregon (jennifer@oregonnikkei.org). 
Relevant curriculum standards from the Oregon Department of Education for the 2021 Minoru Yasui Student Contest. 

(Social Sciences Academic Contest Standards adopted May 2018) 

HS.10 Explain the roles and responsibilities of active members of a democracy and the role of individuals, social movements, and governments in various current events. (Civics and Government) 

HS.74 Analyze an event, issue, problem, or phenomenon, critiquing and evaluating characteristics, influences, causes, and both short- and long-term effects. (Social Science Analysis) 

HS.77 Engage in informed and respectful deliberation and discussion of issues, events, and ideas applying a range of strategies and procedures to make decisions and take informed action. (Social Science Analysis)  

8.33 Analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem. (Social Science Analysis) 

8.28 Identify issues related to historical events to recognize power, authority, and governance as it relates to systemic oppression and its impact on ethnic and religious groups, as well as other historically persecuted individuals in the United States in the modern era (bias, injustice, discrimination, and stereotypes). 
7.28 Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem. (Social Science Analysis) 

7.29 Assess individual and collective capacities to take informed action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes. (Social Science Analysis) 

6.21 Identify issues related to historical events to recognize power, authority, and governance as it relates to systems of oppression and its impact on ethnic and religious groups and other traditionally marginalized groups in the modern era (bias and injustice, discrimination, stereotypes). (Historical Knowledge) 

6.27 Assess individual and collective capacities to take action to address local and regional issues, taking into account a range of possible levers of power, strategies and potential outcomes. (Social Science Analysis) 

5.1 Analyze how cooperation and conflict among people contribute to political, economic, religious, and current social events and situations in the United States. (Civics and Multicultural Studies) 

5.21 Identify issues related to historical events to recognize power, authority, and governance as it relates to systems of oppression and its impact on ethnic and religious groups and other traditionally marginalized groups in the modern era (bias and injustice, discrimination, stereotypes). 

4.16 Create and evaluate timelines that show relationships among people, events, and movements in Oregon history. (Historical Thinking) 

4.13 Give examples of changes in Oregon’s agricultural, industrial, political, and business development over time, and the impacts on the people of the state (including people of different socioeconomic status, ethnic groups, religious groups, and other traditionally marginalized groups). (Historical Knowledge) 

4.23 Explain individual and cooperative approaches people have taken, or could take in the future, to address local, regional, and global problems, as well as predict possible results of those actions. (Social Science Analysis) 

3.3 Explain how a community relies on active civic participation and identify opportunities for student participation in local issues. (Civics and Multicultural Studies) 

3.11 Describe how individuals, groups, (e.g. socioeconomic differences, ethnic groups, and social groups including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent), religious groups, and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender), events and developments have shaped the local community and region. (Multicultural Studies) 

2.3 Evaluate how individuals, groups, and communities manage conflict and promote justice and equity. (Civics and Government and Multicultural Studies) 
2.16 Identify a variety of diverse individuals, groups, and circumstances that had an impact on the local community including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender). (Multicultural Studies and History) 

1.20 Identify and explain a range of issues and problems and some ways that people are addressing them. (Social Science Analysis) 

1.21 Identify ways that students can take informed action to help address issues and problems. (Social Science Analysis) 

K.14 Identify “change-makers,” those that change things that are not fair and those that make the world better. (Historical Knowledge)

K.19 For a given problem find a solution that demonstrates fairness and empathy. (Social Science Analysis)

Oregon Standards for Literacy in History/Social Sciences (adopted June 2019) 

Reading History/Social Studies  

11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate and evidence-based summary that makes clear the relationships among the key details and ideas.

9-10.RH.1 Analyze what the text says explicitly as well as inferentially; cite strong and thorough textual evidence to support primary and secondary source analysis, attending to such features as the date and origin of the information.

6-8. RH.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.

Writin

11-12.WHST.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

11-12.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
9-10.WHST.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

9-10.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

6-8.WHST.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Common Core State Standards As of 2015, most states have adopted these standards.


English Language Arts Standards & Writing, Grades 6-12


CCSS.ELA-LITERACY.W.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (Text Types and Purposes)


CCSS.ELA-LITERACY.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (Text Types and Purposes)


CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (Text Types and Purposes)


English Language Arts Standards &; History/Social Studies, Grades 6-8


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.(Key Ideas and Details)


CCSS.ELA-LITERACY.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. (Craft and Structure)


Grade 9-10


CCSS.ELA-LITERACY.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. (Key Ideas and Details)


CCSS.ELA-LITERACY.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. (Integration of Knowledge and Ideas)


Grade 11-12


CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among key details and ideas. (Key Ideas and Details)


CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. (Key Ideas and Details)

CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. (Integration of Knowledge and Ideas)

College, Career, and Civic Life (C3) Framework for Social Studies State Standards was introduced in
2013.


Grades 6-8


D2.Civ.6.6-8. Describe the roles of political, civil, and economic organizations in shaping people’s lives. (Civic and Political Institutions)


D2.Civ.10.6-8. Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society. (Participation and Deliberation: Applying Civic Virtues and Democratic Principles)


D2.Civ.14.6-8. Compare historical and contemporary means of changing societies, and promoting the common good. (Processes, Rules, and Laws)

D2.Eco.1.6-8. Explain how economic decisions affect the well-being of individuals, businesses, and society. (Economic Decision Making)


D2.Eco.2.6-8. Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole. (Economic Decision Making)


D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras. (Perspectives)


D2.His.14.6-8. Explain multiple causes and effects of events and developments in the past. (Causation and Argumentation)


D4.1.6-8. Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments. (Communicating and Critiquing Conclusions)


D4.7.6-8. Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes. (Taking Informed Action)

Grades 9-12

D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. (Participation and Deliberation: Applying Civic Virtues and Democratic Principles)

D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. (Processes, Rules, and Laws)


D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. (Economic Decision Making)


D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. (Perspectives)


D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past. (Causation and Argumentation)


D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. (Communicating and Critiquing Conclusions)


D4.7.9-12. Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. (Taking Informed Action)