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 duties, responsibilities, and obligations of an individual in taking a stand against racism and discrimination 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.

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 2022 Minoru Yasui Student Contest. The 2021 Social Science Standards Integrated with Ethnic Studies were adopted by the State Board of Education in February 2021. School districts have the option to implement these 2021 Social Science Standards Integrated with Ethnic Studies at any time. The ethnic studies standards will not be required, as per HB2023, until the 2026 school year. They are noted by an asterisk in the following list of relevant standards. Oregon adopted the Common Core Standards in 2010.

Social Sciences Standards

Grades 9-12

HS.11. * Analyze and evaluate the methods for challenging, resisting, and changing society in the promotion of equity, justice and equality. (Civics and Government)

 

HS.66 * Identify and analyze the nature of structural and systemic oppression on LGBTQ, people experiencing disability, ethnic and religious groups, as well as other traditionally marginalized groups, and their role in the pursuit of justice and equality in Oregon, the United States, and the world. (Historical Knowledge)

 

HS.75 Evaluate options for individual and collective actions to address local, regional and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. (Social Science Analysis)

 

Grades 6-8

8.7 * Analyze the methods of individuals and movements responsible/necessary for the expanding eligibility of citizenship and the continuing struggle for the expansion of rights and responsibility for ethnic and other historically underrepresented groups at both the local and national level. (Civics and Government)

 

8.31 Synthesize information and data to construct an account of historical events that includes multiple sources and varied perspectives. (Social Science Analysis)

7.5 * Identifying and analyzing historical and contemporary means societies have undertaken for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups. (Civics and Government)

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)

6.4 * Identify and analyze historical and contemporary means that societies have undertaken for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups. (Civics and Government)

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)

 

Common Core State Standards are a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). As of 2021, forty-one states, District of Columbia, and four U.S. territories have adopted these standards.

English Language Arts Standards > History/Social Studies > 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)

English Language Arts Standards > History/Social Studies > 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)

English Language Arts Standards > History/Social Studies > Grade 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.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (Integration of Knowledge and Ideas)

English Language Arts Standards > Writing, Grades 11-12

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)

CCSS.ELA-LITERACY.W.11-12.7  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. (Research to Build and Present Knowledge)

English Language Arts Standards > Writing, Grades 9-10

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.9-10.7 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. (Research to Build and Present Knowledge)

English Language Arts Standards > Writing, Grades 6-8

CCSS.ELA-LITERACY.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (Text Types and Purposes)

CCSS.ELA-LITERACY.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (Research to Build and Present Knowledge)

College, Career, and Civic Life (C3) Framework for Social Studies State Standards was introduced in 2013. The C3 Framework was developed by curriculum specialists, teachers, disciplinary scholars, and professional organizations. Its objectives are to: a) enhance the rigor of the social studies disciplines; b) build critical thinking, problem solving, and participatory skills to become engaged citizens; and c) align academic programs to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies. 

Grades 9-12

Civics

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)

Communicating Conclusions & Taking Informed Action

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)

Grades 6-8

Civics

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)

Communicating Conclusions & Taking Informed Action

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)