Coming to Terms
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| To comprehend the historical context that led to the internment of Japanese and Japanese Americans during World War II. | |
| To realize the impact of mandatory relocation of Issei, Nisei, and Sansei through visual images of people, posters, and internment camps. |
| Complete Steps 1, 2, 3 | |
| Submit your written responses for each of the steps. |
| History 103 / Online: November 2 | |
| History 103 / On campus: October 28 | |
| History 101: November 5 |
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| On December 7, 1941, the Japanese attacked American ships
and personnel at Pearl Harbor. That day -- a "day that will live in
infamy" -- galvanized Americans behind President Franklin D. Roosevelt's
request that the U.S. Congress declare war on Japan on the following day.
The attack at Hawaii quickly mobilized the opinion of American citizens
against the Japanese living in the United States, and anger and suspicion
reached a fevered pitch along the Pacific coast. In this atmosphere, all
Japanese Issei, Nisei, and Sansei -- were believed to be capable of
sabotage. On the west coast a sort of hysteria began with inflammatory journalism published in the Los Angeles Times and the San Francisco Chronicle, as well as smaller area newspapers. Pressure groups, politicians, and the U.S. Army all expressed fear of the treachery of the Fifth Column: the enemy within. Earl Warren, attorney general of California (and later chief justice of the most liberal Supreme Court of the twentieth century), and Walter Lippmann, the national syndicated columnist, were among those making such claims. This profound suspicion of the Japanese and Japanese-Americans quickly led to cries for their expulsion. In response, Roosevelt signed Executive Order 9066 on February 19, 1942. His order called for the eviction and internment of all "persons of Japanese ancestry." Five years later historian Henry Steel Commager wrote that "it is sobering to recall that though the Japanese relocation program, carried through at such incalculable cost in misery and tragedy, was justified on the ground that the Japanese were potentially disloyal, the record does not disclose a single case of Japanese disloyalty or sabotage during the whole war...." The internment of first, second, and third generation Japanese continues to be a part of history that needs close evaluation. History, thankfully, does not repeat itself. But the impulses of the citizens of a nation do. By learning more about the Japanese experiences during the Second World War can, perhaps, help us to some to better terms with the challenges of living in a society defined by its multiculturalism. |
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Read one of the following sources. These reflect the government's rationale for Japanese Internment. | |
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Write a short summary of this rationale. |
The following resources provide insight into the rationale for the policy of Japanese Internment. It is the government's perspective--a perspective that most American citizens supported.
| Relocation of Japanese-Americans -- War Location Authority, 1943 |
| A Challenge to American Sportsmanship by Eleanor Roosevelt |
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| Review the scope of information included in the website, A More Perfect Union. Then select one or two categories and examine these in greater depth. Make notes on your findings. | |
| Write a short summary of what you discovered and learned. |
The following resource provides insight into the impact of internment on the Japanese and Japanese Americans
| A More Perfect Union |
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Imagine yourself as one of the following individuals. It is 1945 and you have decided to write an autobiographical essay about your attitudes toward Japanese Internment. (Be sure to demonstrate that you have read and thought about the sources in Steps 1 & 2).
| Role One - Caucasian: In 1942, you were a
senior in high school. Before Pearl Harbor (December 7, 1941), you were
trying to decide whether to work full-time or go to college. After Pearl
Harbor, this all changed. Your older brother was killed at Pearl Harbor
and you decided to enlist in the military so you can fight in the war. At
the time you knew about the government’s policy to relocate the Japanese
and Japanese Americans to internment campus, and since that time you have
learned more bout the government's rationale from information published by
the War Authority and by Eleanor Roosevelt. In addition, you have also
learned much about the impact of internment on Japanese Americans. You
have decided to write your thoughts on this historical time so that your
children and grandchildren can better understand the war years and your
experiences. Role Two - Nisei (Japanese American). In 1942 you were a senior in high school Before Pearl Harbor ( December 1941), you had planned to work in your family's business, a fleet of fishing ships operating out of San Pedro, California. But these plans ended when the federal government required that you, an American citizen, and your family had to relocate to an internment camp. While at the camp, you had learned more about the government's rationale for internment. You remained in that camp until 1945, and once you returned home, you discovered that your family lost their home and their business. You have decided to write your thoughts on this historical time so that your children and grandchildren can better understand the war years and your experiences.
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History Lives
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