Coming to Terms
With Japanese Internment 

In - class Version


“A Compassionate Eye”
Dorothea Lange, 1942
War Relocation Authority, National Archives
 

 Learning Objectives: 

bulletTo comprehend the historical context that led to the internment of Japanese and Japanese Americans during World War II. 
bulletTo realize the impact of mandatory relocation of Issei, Nisei, and Sansei through visual images of people, posters, and internment camps.

Assignment: 

bulletComplete Steps 1, 2, 3
bulletSubmit your written responses for each of the steps.

Due Dates:

bulletHistory 103 / Online: November 2
bulletHistory 103 / On campus: October 28
bulletHistory 101: November 5

Introduction:  

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.

 

Step One: Considering Japanese Internment from the Perspective of the Federal Government and Native Born American Citizens

Assignment

bullet

Read one of the following sources.  These reflect the government's rationale for Japanese Internment.

bullet

Write a short summary of this rationale.

Resources:

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.

bullet Relocation of Japanese-Americans -- War Location Authority, 1943
bullet A Challenge to American Sportsmanship by Eleanor Roosevelt 

Step Two: Considering Japanese Internment from the Perspective of the Japanese and Japanese Americans.

Assignment

bulletReview 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. 
bulletWrite a short summary of what you discovered and learned.

Resource:

 The following resource provides insight into the  impact of internment on the Japanese and Japanese Americans 

bullet A More Perfect Union 


Step Three:  Telling your story.

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.

 

History Lives

Created by: Susan Oliver, soliver@cerritos.edu
Cerritos College
Last Updated: 11/20/2009