Procedures

• STEP 1.

  As a class, view the video on the background of the case and answer the questions below to lay the foundation for students to understand this case:

  VIDEO CLIP: Prejudice Against Asian Immigrants Prior to 1940 (4:00)

  • According to Peter Irons, how were Asian immigrants perceived and treated in the U.S. around the turn of the 20th century?

  • Explain the conflicting reactions among some Americans shortly after the Japanese bombed Pearl Harbor in December 1941. What action did President Roosevelt take?

  • According to Karen Korematsu, why did Japanese people immigrate to the U.S. and what impact did this have?

• STEP 2.

  Students can either work independently or in groups to view the following video clips. They should take notes using the handout below:

  HANDOUT: Supreme Court Case: Korematsu v. United States (Google Doc)

• VIDEO CLIP: Executive Order 9066 (3:49)

  • Describe the Japanese American experience that is presented in the government film.

  • What was the reaction among people in this country?

• VIDEO CLIP: Fred Korematsu Background (9:21)

  Describe Fred Korematsu's experience as an American citizen prior to the bombing of Pearl Harbor.

  • Explain Executive Order 9066.

  • Explain the consequences for Japanese Americans who refused to comply with the order.

  • Describe the Korematsu family's experience before and after the exclusion order.

  • Explain the legal steps that were taken with Fred Korematsu's case.

• VIDEO CLIP: Heart of the Case (2:19)

  • According to Peter Irons, what was the main issue at the heart of the Korematsu case?

  • Why is Korematsu v. United States considered a Landmark case?

• VIDEO CLIP: 2 Central Questions and the Case Decision (4:18)

  • What were the specific questions before the Supreme Court? How did the Court rule on those questions?

  • Summarize the majority opinion and minority dissent.

• VIDEO CLIP: Legacy (5:22)

  • According to Peter Irons, what lessons have been learned since the 1944 Supreme Court decision in the Korematsu case?

  • According to Mr. Irons, how do the Due Process and Equal Protection clauses prevent the internment of a group of people based on race?

  • Describe the current process of detaining an individual in the U.S. who is perceived as a credible threat to national security.

• STEP 3.

  As a class, discuss the significance of this case, the precedent it set, and its legacy.

• STEP 4.

  Choose an activity from C-SPAN Classroom's Deliberations site to engage in a structured student-centered analysis of the case.