Many teachers are using primary source documents in their social studies classrooms to compliment the standard issued textbooks. Primary sources include, but are not limited to: govenunent documents, pictures, posters, documentaries, and personal interviews. Research shows when teachers use primary sources in their instructions, their students become more engaged with the course. Research shows when teachers use primary sources in their instructions, their students become more engaged with the course. Furthermore, there is a positive correlation between student engagement in the course and student achievement in the class. When historical primary sources related to deaf individuals are used to supplement general historical events, deaf students are able to make personal connections to the information they are learning. Thus, in turn, helps the deaf students to become more engaged in what they are learning. The purpose of this project is to develop a four-week curriculum unit on the topic of "American-Japanese Interment," using primary sources. Furthermore, this curriculum unit identifies and addresses deaf-related issues, by incorporating deaf experiences into the same topic. Throughout this cuniculum unit, the students will analyze the perspectives and experiences of different individuals, both heating and deaf, on the event of Pearl Harbor, and the subsequent aftermath thereof, of Japanese-Americans. Also, the students will be able to make personal connections, to individuals and events of Internment, through role-playing scenarios. Finally, the students will be able synthesize information learned though this curriculum unit, by creating a newspaper project and presenting it to the class.
Kurz, Christopher - Chair
Rosenberg, Mikhael, "Deaf Japanese-Americans during World War II" (2006). Thesis. Rochester Institute of Technology. Accessed from
RIT – Main Campus
Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.