The WWII Home Front
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Choose Your Words Describing the Japanese Experience During WWII
Choose your Words Describing the Japanese Experience During WWII Dee Anne Squire, Wasatch Range Writing Project Summary: Students will use discussion, critical thinking, viewing, research, and writing to study the topic of the Japanese Relocation during WWII. This lesson will focus on the words used to describe this event and the way those words influence opinions about the event. Objectives: • Students will be able to identify the impact of World War II on the Japanese in America. • Students will write arguments to support their claims based on valid reasoning and evidence. • Students will be able to interpret words and phrases within video clips and historical contexts. They will discuss the connotative and denotative meanings of words and how those word choices shaped the opinion of Americans about the Japanese immigrants in America. • Students will use point of view to shape the content and style of their writing. Context: Grades 7-12, with the depth of the discussion changing based on age and ability Materials: • Word strips on cardstock placed around the classroom • Internet access • Capability to show YouTube videos Time Span: Two to three 50-minute class periods depending on your choice of activities. Some time at home for students to do research is a possibility. Procedures: Day 1 1. Post the following words on cardstock strips throughout the room: Relocation, Evacuation, Forced Removal, Internees, Prisoners, Non-Aliens, Citizens, Concentration Camps, Assembly Centers, Pioneer Communities, Relocation Center, and Internment Camp. 2. Organize students into groups of three or four and have each group gather a few words from the walls. -
Eleanor Roosevelt's Servant Leadership
Tabors: A Voice for the "Least of These:" Eleanor Roosevelt's Servant Le Servant Leadership: Theory & Practice Volume 5, Issue 1, 13-24 Spring 2018 A Voice for the “Least of These:” Eleanor Roosevelt’s Servant Leadership Christy Tabors, Hardin-Simmons University Abstract Greenleaf (2002/1977), the source of the term “servant leadership,” acknowledges a lack of nurturing or caring leaders in all types of modern organizations. Leaders and potential future leaders in today’s society need servant leader role-models they can study in order to develop their own servant leadership. In this paper, the author explores Eleanor Roosevelt’s life using Spears’ (2010) ten characteristics of servant leadership as an analytical lens and determines that Roosevelt functioned as a servant leader throughout her lifetime. The author argues that Eleanor Roosevelt’s servant leadership functions as a timeless model for leaders in modern society. Currently, a lack of literature exploring the direct link between Eleanor Roosevelt and servant leadership exists. The author hopes to fill in this gap and encourage others to contribute to this area of study further. Overall, this paper aims at providing practical information for leaders, particularly educational leaders, to utilize in their development of servant leadership, in addition to arguing why Eleanor Roosevelt serves as a model to study further in the field of servant leadership. Keywords: Servant Leadership, Leadership, Educational Leadership, Eleanor Roosevelt © 2018 D. Abbott Turner College of Business. SLTP. 5(1), 13-24 Published by CSU ePress, 2017 1 Servant Leadership: Theory & Practice, Vol. 5 [2017], Iss. 1, Art. 2 14 TABORS Eleanor Roosevelt, often remembered as Franklin D. -
Executive Order 9066: a Tragedy of Democracy
Presidential power, government accountability and the challenges of an informed—or uninformed—electorate Volume XVI, No. 2 David Gray Adler The Newsletter of the Idaho Humanities Council Summer 2012 Andrus Center for Public Policy Boise State University “Public discussion is political duty.” Executive Order 9066: A –Justice Louis Brandeis Tragedy of Democracy An Interview with Artist Roger Shimomura President Lyndon Johnson used his power to push through a tremendous agenda of Great Society legislation between 1963 and 1968. Photo Credit: Historical photos for this article provided by the National Park Service The Minidoka Relocation Center, near Jerome, Idaho, became Idaho’s seventh largest city between 1942 and 1945, when nearly yndon Johnson had barely assumed the American 10,000 Japanese Americans from the West Coast were interned during World War II. LPresidency when southern Senators, familiar with the By Russell M. Tremayne Texan’s vaulting ambition, counseled patience and warned him not to try to accomplish too much, too soon. Above all, College of Southern Idaho they sought to warn him away from the temptation to exploit Editor’s Note: In June of 2012, College of Southern most historians agree. Internment is so recent and the his presidential honeymoon–undoubtedly lengthened by the Idaho History Professor Russ Tremayne, along with the issues are so relevant to our time that it is vital to revisit national sorrow that stemmed from the assassination of President Friends of Minidoka and the National Park Service, the events that led to what Dr. Tetsuden Kashima called John F. Kennedy–to push the big ideas, big policies and big pro- planned the 7th annual Civil Liberties Symposium—this “Judgment Without Trial.” grams that had animated his politics as Senate Majority Leader. -
Executive Order 9066 and the Residents of Santa Cruz County
Executive Order 9066 and the Residents of Santa Cruz County By Rechs Ann Pedersen Japanese American Citizens League Float, Watsonville Fourth of July Parade, 1941 Photo Courtesy of Bill Tao Copyright 2001 Santa Cruz Public Libraries. The content of this article is the responsibility of the individual author. It is the library’s intent to provide accurate information, however, it is not possible for the library to completely verify the accuracy of all information. If you believe that factual statements in a local history article are incorrect and can provide documentation, please contact the library. 1 Table of Contents Introduction Bibliography Chronology Part 1: The attack on Pearl Harbor up to the signing of Executive Order 9066 (December 7, 1941 to February 18, 1942) Part 2: The signing of Executive Order 9066 to the move to Poston (February 19, 1942 to June 17, 1942) Part 3: During the internment (July 17, 1942 to December 24, 1942) Part 4: During the internment (1943) Part 5: During the internment (1944) Part 6: The release and the return of the evacuees (January 1945 through 1946) Citizenship and Loyalty Alien Land Laws Executive Order 9066: Authorizing the Secretary of War to Prescribe Military Areas Fear of Attack, Fear of Sabotage, Arrests Restrictions on Axis Aliens Evacuation: The Restricted Area Public Proclamation No. 1 Public Proclamation No. 4 Salinas Assembly Center and Poston Relocation Center Agricultural Labor Shortage Military Service Lifting of Restrictions on Italians and Germans Release of the Evacuees Debate over the Return of Persons of Japanese Ancestry Return of the Evacuees 2 Introduction "...the successful prosecution of the war requires every possible protection against espionage and against sabotage." (Executive Order 9066) "This is no time for expansive discourses on protection of civil liberties for Japanese residents of the Pacific coast, whether they be American citizens or aliens." Editorial. -
A Cultural History of Japanese American Internment Camps in Arkansas 1942-1945
Georgia State University ScholarWorks @ Georgia State University Communication Theses Department of Communication 11-27-2007 Strangers in their Own Land: A Cultural History of Japanese American Internment Camps in Arkansas 1942-1945 Dori Felice Moss Follow this and additional works at: https://scholarworks.gsu.edu/communication_theses Part of the Communication Commons Recommended Citation Moss, Dori Felice, "Strangers in their Own Land: A Cultural History of Japanese American Internment Camps in Arkansas 1942-1945." Thesis, Georgia State University, 2007. https://scholarworks.gsu.edu/communication_theses/32 This Thesis is brought to you for free and open access by the Department of Communication at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Communication Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. STRANGERS IN THEIR OWN LAND: A CULTURAL HISTORY OF JAPANESE AMERICAN INTERNMENT CAMPS IN ARKANSAS 1942-1945 by Dori Moss Under the Direction of Mary Stuckey ABSTRACT While considerable literature on wartime Japanese American internment exists, the vast majority of studies focus on the West Coast experience. With a high volume of literature devoted to this region, lesser known camps in Arkansas, like Rohwer (Desha County) and Jerome (Chicot and Drew County) have been largely overlooked. This study uses a cultural history approach to elucidate the Arkansas internment experience by way of local and camp press coverage. As one of the most segregated and impoverished states during the 1940s, Arkansas‟ two camps were distinctly different from the nine other internment camps used for relocation. Through analysis of local newspapers, Japanese American authored camp newspapers, documentaries, personal accounts and books, this study seeks to expose the seemingly forgotten story of internment in the South. -
Executive Order 9066 Termination” of the William J
The original documents are located in Box 34, folder “Executive Order 9066 Termination” of the William J. Baroody Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Digitized from Box 34 of the William J. Baroody Files at the Gerald R. Ford Presidential Library An American Promise By the President of the United States of America A Proclamation In this Bicentennial Year, we are commemorating the anniversary dates of many of the great events in American history. An honest reckoning, however, must include a recognition of our national mistakes as well as our national achievements. Learning from our mistakes is not pleasant, but as a great philosopher once admonished, we must do so if we want to avoid repeating them. February 19th is the anniversary of a sad day in American history. It was on that date in 1942, in the midst of the response to the hostilities that began on December 7, 1941, that Executive Order No. -
FDR’S Decision to Intern Japanese Americans Is Widely Viewed by Historians and Legal FDR and Scholars As a Great Injustice
CONFRONT THE ISSUE Today, FDR’s decision to intern Japanese Americans is widely viewed by historians and legal FDR AND scholars as a great injustice. JAPANESE Following the Japanese attack on Pearl Harbor, the FBI arrested over 1200 Japanese aliens AMERICAN throughout the United States. Over the next several weeks, President Roosevelt received INTERNMENT contradictory advice about further action. FDR’s military advisers recommended the exclusion of persons of foreign descent, including American citizens, from sensitive areas of the country as a safeguard against espionage and sabotage. The Justice Department initially resisted any relocation order, questioning both its military necessity and its constitutionality. But the shock of Pearl Harbor and of Japanese atrocities in the Philippines fueled already tense race relations on America’s West Coast. In the face of political, military, and public pressure, Roosevelt accepted the relocation proposal. The Attorney General acquiesced after Scroll down to view the War Department relieved the Justice Department of any responsibility for implementation. select documents from the FDR Library On February 19, 1942, President Roosevelt signed Executive Order 9066 granting the War and excerpts from Department broad powers to create military exclusion areas. Although the order did not the historical debate. identify any particular group, in practice it was used almost exclusively to intern Americans of Japanese descent. By 1943, more than 110,000 Japanese Americans had been forced from their homes and moved to camps in remote inland areas of the United States. CONFRONT THE ISSUE FDR AND Letter, J. Edgar Hoover to Edwin M. Watson JAPANESE December 10, 1941 AMERICAN FBI Director J. -
Minidoka Internment National Park Service U.S
National Monument Minidoka Internment National Park Service U.S. Department of the Interior Glossary 442nd Regimental Combat Team – a segregated U.S. Army regiment of primarily Japanese American soldiers. The 442nd fought in Italy, France, and Germany. Assembly Centers – temporary detention camps maintained by the Army that held Japanese Americans who were removed from their West Coast homes. Most assembly centers were located at fairgrounds, racetracks, or former Civilian Conservation Corps (CCC) camps. By mid-1942, Japanese Americans were transferred to more permanent war relocation centers. Assembly centers are also known as “temporary incarceration camps” and “temporary prison camps.” Commission on Wartime Relocation and Internment of Civilians (CWRIC) – a Congressional commission established in 1980 to “review the facts and circumstances surrounding Executive Order 9066” and to “recommend appropriate remedies.” Evacuation – the term used by the Army during World War II to describe the process of removing Japanese Americans from their West Coast homes located within exclusion zones. The terms “exclusion” and “removal” are more commonly used today. Exclusion Zones – areas described in each Civilian Exclusion Order from which all Japanese Americans were removed. Civilian Exclusion Orders were issued by the Western Defense Command and Fourth Army to implement the provisions of Executive Order 9066. Executive Order 9066 – authorized the War Department to establish military areas from which “any or all persons may be excluded...” This order was signed by President Franklin D. Roosevelt on February 19, 1942 and was the basis for the removal from the West Coast of anyone with 1/16 Japanese ancestry. Family Number – a WCCA number assigned to each family unit or individual living alone during registration for “evacuation.” The numbers were used for administrative and property identification purposes. -
Instructions to All Persons: Reflections on Executive Order 9066 1 Instructions to All Persons: Reflections on Executive Order 9066 LESSON PLANS
INSTRUCTIONS TO ALL PERSONS: REFLECTIONS ON EXECUTIVE ORDER 9066 1 INSTRUCTIONS TO ALL PERSONS: REFLECTIONS ON EXECUTIVE ORDER 9066 LESSON PLANS The Japanese American National Museum’s education department has created six lessons to complement the exhibition Instructions to All Persons: Reflections on Executive Order 9066, on view from February 18 - August 13, 2017. 1. Instructions to All Persons 2. Do Words Matter? Civilian Exclusion Order 3. Instructions to All Persons: Document Analysis 4. Bill of Rights: Violated or Upheld? 5. A Dream Deferred 6. Looking at Current Executive Orders Also included in this packet are a number of the primary source documents found in the exhibition. We hope these lessons will be used by students in both the museum and the classroom. Each lesson encourages reflection and discussion about the Japanese American World War II experience and its continuing relevance today. the eli and edythe broad foundation These lesson plans are made possible through the support of The Eli and Edythe Broad Foundation. ABOUT THE EXHibiTION: On February 19, 1942, President Roosevelt signed Executive Order 9066, which paved the way for the forced removal and incarceration of 120,000 Japanese Americans from the West Coast following Japan’s bombing of Pearl Harbor. To commemorate the 75th anniversary of this historic miscarriage of justice, the Japanese American National Museum presents Instructions to All Persons: Reflections on Executive Order 9066, an educational and interactive exhibition designed to engage visitors in critical discussions of the Japanese American World War II experience and its continuing relevance today. Shortly after Executive Order 9066 was issued, a series of Civilian Exclusion Orders were publicly posted all along the West Coast to notify persons of Japanese ancestry of their impending forced removal. -
From Exclusion to Inclusion
From Exclusion to Inclusion 1941–1992 Around 9 :00 in the morning on April 21, 1945, Daniel K. Inouye, a 20-year-old army lieutenant from Honolulu, Hawaii, was shot in the stomach on the side of a mountain in northwestern Italy. The German bullet went clean out his back and missed his spine by a fraction of an inch. “It felt like someone punched me,” he remembered years later. “But the pain was almost non-existent. A little ache, that’s all and since the bleeding was not much I said well, I’ll keep on going.”1 Later that morning, Inouye, a pre-med student who had been getting ready for church when Japan bombed Pearl Harbor on December 7, 1941, was hit again. This time a rifle grenade nearly blew off his entire right arm. After picking up his tommy gun with his left hand, he continued to charge up the hill, firing at German soldiers as he went. Eventually shot in the leg, Inouye waited until his men seized control of the mountain before being evacuated.2 The war in Europe ended 17 days later. Inouye lived in military hospitals for the next two years to rebuild his strength and learn to do everyday tasks with one arm. The war forced him to adapt, and over the next two decades, the country he nearly died for began to adapt to the war’s consequences as well. For the most marginalized people—women and minorities, especially—World War II had profound implications for what it meant to be American. -
1. Just Before WWII, Americans' Ideas About the Role the US Should Play In
Name: America at War: Crash Course Episode # 35 - World War II Part I 1. Just before WWII, Americans’ ideas about the role the U.S. should play in the world were based on two prior crises: the ________________________________________________ and ________________________. (1:26) 2. Despite the arms-reduction treaties the U.S. helped to sponsor between the world wars, the era is usually regarded as one of American ______________________________________ from foreign affairs. (2:07) 3. The U.S. pursued a “_____________________________________________________” policy with Latin America at this time; this meant being less insistent on getting our way and sometimes, removing troops. (2:32) 4. Aggressor nations between the wars included ____________________________, which invaded China, and ______________________________________________, which invaded Ethiopia; meanwhile, fascist dictators took power in several nations including Spain and ____________________________________________. (3:10) 5. Congress passed a number of Neutrality Acts, which were designed to keep the U.S. out of foreign wars by banning American sales of _____________________________________________ to warring nations. (3:14) 6. FDR was desperate to help _______________________________________________________________________, particularly after the fall of France meant that they were standing alone against the Nazis. (3:56) 7. In 1940, Congress modified the Neutrality Acts to allow “___________________________________________” arms sales to Britain. (4:04) 8. Also in 1940, Congress enacted the nation’s very first draft during _____________________________. (4:28) 9. The Nazis invaded the _____________________________ in mid-1941. After this, both it and Britain received billions of dollars of war assistance under the “__________________________________” Act, which envisioned that countries that borrowed war materials could somehow pay the U.S. -
The War Relocation Camps of World War II: When Fear Was Stronger
National Park Service Teaching with Historic Places U.S. Department of the Interior The War Relocation Centers of World War II: When Fear was Stronger than Justice The War Relocation Centers of World War II: When Fear was Stronger than Justice (National Park Service, Jeffery Burton, photographer) It all happened so quickly. The Japanese on the West Coast of the United States had made lives for themselves in spite of discrimination, but on December 7, 1941, everything changed. To panicked people after the attack on Pearl Harbor, every Japanese could be a potential spy, ready and willing to assist in an invasion that was expected at any moment. Many political leaders, army officers, newspaper reporters, and ordinary people came to believe that everyone of Japanese ancestry, including American citizens born in the United States, needed to be removed from the West Coast. In February 1942, President Franklin D. Roosevelt signed an executive order that moved nearly 120,000 Japanese and Japanese Americans into 10 isolated relocation centers in Arizona, Arkansas, California, Colorado, Idaho, Utah, and Wyoming. The temporary, tar paper-covered barracks, the guard towers, and most of the barbed-wire fences are gone now, but the people who spent years of their lives in the centers will never forget them. National Park Service Teaching with Historic Places U.S. Department of the Interior The War Relocation Centers of World War II: When Fear was Stronger than Justice Document Contents National Curriculum Standards About This Lesson Getting Started: Inquiry Question Setting the Stage: Historical Context Locating the Site: Map 1.