1. Just Before WWII, Americans' Ideas About the Role the US Should Play In
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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. -
African Americans in the Military
African Americans in the Military While the fight for African American civil rights has been traditionally linked to the 1960s, the discriminatory experiences faced by black soldiers during World War II are often viewed by historians as the civil rights precursor to the 1960s movement. During the war America’s dedication to its democratic ideals was tested, specifically in its treatment of its black soldiers. The hypocrisy of waging a war on fascism abroad, yet failing to provide equal rights back home was not lost. The onset of the war brought into sharp contrast the rights of white and black American citizens. Although free, African Americans had yet to achieve full equality. The discriminatory practices in the military regarding black involvement made this distinction abundantly clear. There were only four U.S. Army units under which African Americans could serve. Prior to 1940, thirty thousand blacks had tried to enlist in the Army, but were turned away. In the U.S. Navy, blacks were restricted to roles as messmen. They were excluded entirely from the Air Corps and the Marines. This level of inequality gave rise to black organizations and leaders who challenged the status quo, demanding greater involvement in the U.S. military and an end to the military’s segregated racial practices. Soldiers Training, ca. 1942, William H. Johnson, oil on plywood, Smithsonian American Art Museum Onset of War The Japanese attack on Pearl Harbor on December 7, 1941 irrevocably altered the landscape of World War II for blacks and effectively marked the entry of American involvement in the conflict. -
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. -
The United States Home Front During World War II Essential Question
Topic: The United States Home Front During World War II Essential Question: “How important was the home front to the United States’ victory in World War II? National Standard for United States History: Era 8, Standard 3 The origins and course of World War II, the character of the war at home and abroad, and its reshaping of the United States role on world affairs. Instructional Objectives: Students will be able to: 1. Explain and evaluate extensive economic and military mobilization on the home front by the United States during World War II and its impact of the success of the war effort. 2. Explain how the whole country, across all economic and social levels, was involved in a unified effort to produce the goods of war and of the common sacrifice made by every citizen through rationing, victory gardens, bond drives, etc. 3. Analyze and assess the effects of World War II on culture, family, gender roles, and technology in American society. Background Description/Historical Significance: Although there were no military battles fought on the mainland of the United States, World War II had a profound effect on the nation as the Federal government mobilized its economic, financial, and human resources to defeat Axis aggression. This war returned the nation to economic prosperity after a decade of dismal depression, promoted the growth of big business, and enhanced a close relationship between industry and the military. Politically, the power of the presidency and influence of the Federal government increased, and socially and economically, the war, through common sacrifice made by all, became a vehicle for improving the status of Americans. -
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. -
Visit to the International Museum of World War II
Visit to The International Museum of World War II Welcome to The International Museum of World War II. The artifacts and documents here are authentic. Every object played a role in World War II. Please treat everything with respect and care. This map will help you navigate the exhibitions and find documents and artifacts that will be helpful to you. Name_______________________________________ Date ________________ Lesson Plan: Black Americans and the War When WWII began, racism, discrimination and inequality were strong forces in America. In the South, Jim Crow reigned, creating a rigidly segregated and unequal society. The KKK, then in its second iteration, terrorized blacks and prevented them from voting or integrating more fully into white society. Economic inequality existed in both the North and South with many jobs and high paying positions offered exclusively to white men. The extraordinary demands of World War II on U.S. military forces and industrial production necessitated significant changes to the status quo. Americans, regardless of race and gender, were called upon to serve their country in a variety of ways. Many took advantage of the new opportunities created by the War, experienced significant personal changes, and pushed for greater and more permanent equality and opportunity. Patriotic Black Americans enlisted in the U.S. Armed Forces. Two and a half million black men registered for the draft and 1 million served as draftees or volunteers in all branches of the Armed Forces. Black women volunteered to serve in non-combat military positions and made up 10% of the WAC (Women’s Army Corps) recruits. -
Swing the Door Wide: World War II Wrought a Profound Transformation in Seattle’S Black Community Columbia Magazine, Summer 1995: Vol
Swing the Door Wide: World War II Wrought a Profound Transformation in Seattle’s Black Community Columbia Magazine, Summer 1995: Vol. 9, No. 2 By Quintard Taylor World War II was a pivotal moment in history for the Pacific Northwest, particularly for Seattle. The spectacular growth of Boeing, the "discovery" of the city and the region by tens of thousands of military personnel and defense workers, and the city's emergence as a national rather than regional center for industrial production, all attested to momentous and permanent change. The migration of over 10,000 African Americans to Seattle in the 1940s also represented a profound change that made the city - for good and ill - increasingly similar to the rest of urban America. That migration permanently altered race relations in Seattle as newcomers demanded the social freedoms and political rights denied them in their former Southern homes. The migration increased black political influence as reflected in the 1949 election of State Representative Charles Stokes as the city's first black officeholder. It strengthened civil rights organizations such as the NAACP and encouraged the enactment of antidiscrimination legislation in Washington for the first time since 1890. The wartime migration also increased racial tensions as the interaction of settlers and natives, white and black, came dangerously close to precipitating Seattle's first racial violence since the anti Chinese riot of 1886. Moreover, severe overcrowding was particularly acute in the black community and accelerated the physical deterioration of the Central District into the city's most depressed area. But tensions also rose within the black community as the mostly rural African Americans from Louisiana, Arkansas, Texas and Oklahoma faced the disdain of the "old settlers" blacks who had arrived in the city before 1940. -
America in World War Two
AP U.S. History: Unit 13.2 HistorySage.com America in World War Two I. Declarations of war Use space below for A. U.S. declared war on Japan on December 8, 1941 notes B. December 11, Germany and Italy declared war on the U.S. 1. Fatal blunder by Hitler as Germany not obligated to declare war against U.S. since the U.S. did not attack Japan first 2. Guaranteed that the U.S. would focus most of its military might on Germany first, rather than Japan. C. Britain and U.S. decided to focus on Germany first; later concentrate on Japan D. Declaration of the United Nations 1. January 1, 1942, representatives of 26 nations met in Washington, D.C. and signed the Declaration of the United Nations 2. Pledged themselves to the principles of the Atlantic Charter. 3. Promised not to make a separate peace with their common enemies. II. Japanese Empire A. Conquests in Pacific 1. U.S. islands of Guam, Wake Island, & Gilbert Islands fell by end of December. 2. Japan controlled Singapore, Dutch East Indies, Malay peninsula, Hong Kong, and Burma by spring 1942 3. Philippines taken in March 1942 B. Resources 1. Controlled 95% of world's raw rubber; 70% of tin; 70% of rice. 2. Oil from Dutch East Indies fueled Japan’s war machine 3. Rice from Indochina fed Japanese soldiers C. Dominated population of 450 million 1. Played on Asians’ bitterness of European colonial rule 2. "Greater East Asia Co-Prosperity Sphere" --"Asia for the Asians" 3. Forced labor for construction projects; often abused the population D. -
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.