Timeline of Japanese American History
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Geological Timeline
Geological Timeline In this pack you will find information and activities to help your class grasp the concept of geological time, just how old our planet is, and just how young we, as a species, are. Planet Earth is 4,600 million years old. We all know this is very old indeed, but big numbers like this are always difficult to get your head around. The activities in this pack will help your class to make visual representations of the age of the Earth to help them get to grips with the timescales involved. Important EvEnts In thE Earth’s hIstory 4600 mya (million years ago) – Planet Earth formed. Dust left over from the birth of the sun clumped together to form planet Earth. The other planets in our solar system were also formed in this way at about the same time. 4500 mya – Earth’s core and crust formed. Dense metals sank to the centre of the Earth and formed the core, while the outside layer cooled and solidified to form the Earth’s crust. 4400 mya – The Earth’s first oceans formed. Water vapour was released into the Earth’s atmosphere by volcanism. It then cooled, fell back down as rain, and formed the Earth’s first oceans. Some water may also have been brought to Earth by comets and asteroids. 3850 mya – The first life appeared on Earth. It was very simple single-celled organisms. Exactly how life first arose is a mystery. 1500 mya – Oxygen began to accumulate in the Earth’s atmosphere. Oxygen is made by cyanobacteria (blue-green algae) as a product of photosynthesis. -
Geology Timeline
Red Rock Canyon NCA Environmental Education Program Geology Timeline Grades: 3-12 Objective: Demonstrate the relative distance of events in Estimated Time: 15-30 minutes time Standards Met: Procedure: 3-5 grade: Lead in to topic by discussing the age of the o Science E.5.C Students earth and how long students think various things understand that features on the of the surrounding area are. Earth's surface are constantly changed by a combination of Ask a chaperone to hold one end of the yarn to slow and rapid processes. mark the beginning of the earth. Explain that the earth is 4.6 billion years old, and that you’ll be 6-8 grade: doing an activity to get a better understanding of o Science E.8.C Students the age of everything around you. understand that landforms result from a combination of Have the students walk with you to when rocks constructive and destructive first appear on earth, 12 feet from the chaperone, processes. and mark it with tape or yarn. Explain that to 9-12 grade: scale this represents 600 million years and how o Science E.12.C Students geology is measured on a much larger scale that understand evidence for we are used to looking at things. processes that take place on a geological time scale. Note: Depending on your class, it may be helpful to have the measurements pre-marked on the Materials Needed: yarn before doing activity with students. Ball of yarn or twine Method for measuring Continue on as a group to the third point, when Brightly colored tape or contrasting life begins on earth, 16 feet from the chaperone. -
A Comparison of the Japanese American Internment Experience in Hawaii and Arkansas Caleb Kenji Watanabe University of Arkansas, Fayetteville
University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 12-2011 Islands and Swamps: A Comparison of the Japanese American Internment Experience in Hawaii and Arkansas Caleb Kenji Watanabe University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the Asian American Studies Commons, Other History Commons, and the Public History Commons Recommended Citation Watanabe, Caleb Kenji, "Islands and Swamps: A Comparison of the Japanese American Internment Experience in Hawaii and Arkansas" (2011). Theses and Dissertations. 206. http://scholarworks.uark.edu/etd/206 This Thesis is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. ISLANDS AND SWAMPS: A COMPARISON OF THE JAPANESE AMERICAN INTERNMENT EXPERIENCE IN HAWAII AND ARKANSAS ISLANDS AND SWAMPS: A COMPARISON OF THE JAPANESE AMERICAN INTERNMENT EXPERIENCE IN HAWAII AND ARKANSAS A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History By Caleb Kenji Watanabe Arkansas Tech University Bachelor of Arts in History, 2009 December 2011 University of Arkansas ABSTRACT Comparing the Japanese American relocation centers of Arkansas and the camp systems of Hawaii shows that internment was not universally detrimental to those held within its confines. Internment in Hawaii was far more severe than it was in Arkansas. This claim is supported by both primary sources, derived mainly from oral interviews, and secondary sources made up of scholarly research that has been conducted on the topic since the events of Japanese American internment occurred. -
Fall October 2016
Asian Pacific American Community Newspaper Serving Sacramento and Yolo Counties - Volume 29, No. 3 Fall/October 2016 Register & Vote API vote sought by INSIDE CURRENTS ACC Senior Services - 3 Will you be 18 years old and a US major parties Iu-Mien Commty Svc - 5 citizen by November 4th? YES?? YOU While much attention is focused on GET TO VOTE!! But you need to register Hispanic and black voters, Asian Pacific Islander Chinese Am Council of Sac-7 to vote by Monday October 24th. are the single fastest growing demographic group and that has drawn the attention of You can register to vote online at major political parties. In states like Nevada sos.ca.gov (Secretary of State website), and Virginia, where polls show that the ask your local county elections office to presidential race is down to single digits, the Sacramento APIs send you a voter registration form or go API vote can swing the outcome of national and local elections. API voters are 8.5 - 9% of targeted by robbers in person to your local elections office. the voters in Nevada, 5 - 6.5% in Virginia, 7% Voter registration forms online are in New Jersey, 3.1% in Minnesota, and 15% in The Sacramento police announced available in 12 languages. California. In a tight race, the API vote can make that about 20 people have been arrested for a difference. Nine million APIs will be eligible to armed robberies targeting API residents. The vote in November, up 16% from four years ago. police say that the suspects do not appear to Nationally, API voters are about 4%. -
A Participatory Study of the Self-Identity of Kibei Nisei Men: a Sub Group of Second Generation Japanese American Men William T
The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 1993 A Participatory Study of the Self-Identity of Kibei Nisei Men: A Sub Group of Second Generation Japanese American Men William T. Masuda University of San Francisco Follow this and additional works at: https://repository.usfca.edu/diss Part of the Asian American Studies Commons, Asian History Commons, Migration Studies Commons, Race and Ethnicity Commons, Social and Cultural Anthropology Commons, and the United States History Commons Recommended Citation Masuda, William T., "A Participatory Study of the Self-Identity of Kibei Nisei Men: A Sub Group of Second Generation Japanese American Men" (1993). Doctoral Dissertations. 472. https://repository.usfca.edu/diss/472 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The author of this thesis has agreed to make available to the University community and the public a copy of this thesis project. Unauthorized reproduction of any portion of this thesis is prohibited. The quality of this reproduction is contingent upon the quality of the original copy submitted. University of San Francisco Gleeson Library/Geschke Center 2130 Fulton Street San Francisco, CA 94117-1080 USA The University of San Francisco A PARTICIPATORY STUDY OF THE SELF-IDENTITY OF KIBEI NISEI MEN: A SUB GROUP OF SECOND GENERATION JAPANESE AMERICAN MEN A Dissertation Presented to The Faculty ofthe School ofEducation Counseling and Educational Psychology Program In Partial Fulfillment Of the Requirements for the Degree Doctor of Education by William T. -
Overlooked No More: Ralph Lazo, Who Voluntarily Lived in an Internment Camp - the New York Times
11/24/2019 Overlooked No More: Ralph Lazo, Who Voluntarily Lived in an Internment Camp - The New York Times Overlooked No More: Ralph Lazo, Who Voluntarily Lived in an Internment Camp About 115,000 Japanese-Americans on the West Coast were incarcerated after Pearl Harbor, and Lazo, who was Mexican-American, joined them in a bold act of solidarity. July 3, 2019 Overlooked is a series of obituaries about remarkable people whose deaths, beginning in 1851, went unreported in The Times. By Veronica Majerol When Ralph Lazo saw his Japanese-American friends being forced from their homes and into internment camps during World War II, he did something unexpected: He went with them. In the spring of 1942, Lazo, a 17-year-old high school student in Los Angeles, boarded a train and headed to the Manzanar Relocation Center, one of 10 internment camps authorized to house Japanese-Americans under President Franklin D. Roosevelt’s executive order in the wake of Japan’s attack on Pearl Harbor a few months earlier. The camps, tucked in barren regions of the United States, would incarcerate around 115,000 people living in the West from 1942 to 1946 — two-thirds of them United States citizens. Unlike the other inmates, Lazo did not have to be there. A Mexican-American, he was the only known person to pretend to be Japanese so he could be willingly interned. What compelled Lazo to give up his freedom for two and a half years — sleeping in tar-paper-covered barracks, using open latrines and showers and waiting on long lines for meals in mess halls, on grounds surrounded by barbed-wire fencing and watched by guards in towers? He wanted to be with his friends. -
Minoru Yasui Day Bill
Minoru Yasui Day bill To commemorate the human and civil rights legacy of an outstanding Oregonian and American hero who was awarded a 2015 Presidential Medal of Freedom, the highest civilian award in the country. Designating March 28 of each year as Minoru Yasui Day in the state of Oregon. v Minoru Yasui was born 100 years ago, in 1916, in Hood On November 24, 2015 River, Oregon, son of Japanese immigrant parents. He was President Barak Obama said, the first Japanese American to graduate from the University as he awarded a posthumous of Oregon School of Law, and the first Japanese American member of the Oregon State Bar. Presidential Medal of Freedom to Minoru Yasui: v On March 28, 1942, in Portland, Oregon, he deliberately violated a military curfew imposed upon all persons of Japa- “Today Min’s legacy has never been nese ancestry under Executive Order 9066 – which led to the more important. It is incarceration of over 120,000 Japanese Americans during World War II. He challenged the discriminatory curfew in a call to our national conscience, order to initiate a test case in court. a reminder of our enduring v He spent 9 months in solitary confinement at the Mult- obligation to be the land of the free nomah County Jail as he appealed his case to the U.S. and the home of the brave, Supreme Court. He was released from jail in 1943, only to be sent to the Minidoka War Relocation Camp in Idaho. an America worthy of his sacrifices.” v After the war, he moved to Denver, Colorado, where he Oregon should be proud continued to fight for human and civil rights of all people. -
Critical Analysis of Article "21 Reasons to Believe the Earth Is Young" by Jeff Miller
1 Critical analysis of article "21 Reasons to Believe the Earth is Young" by Jeff Miller Lorence G. Collins [email protected] Ken Woglemuth [email protected] January 7, 2019 Introduction The article by Dr. Jeff Miller can be accessed at the following link: http://apologeticspress.org/APContent.aspx?category=9&article=5641 and is an article published by Apologetic Press, v. 39, n.1, 2018. The problems start with the Article In Brief in the boxed paragraph, and with the very first sentence. The Bible does not give an age of the Earth of 6,000 to 10,000 years, or even imply − this is added to Scripture by Dr. Miller and other young-Earth creationists. R. C. Sproul was one of evangelicalism's outstanding theologians, and he stated point blank at the Legionier Conference panel discussion that he does not know how old the Earth is, and the Bible does not inform us. When there has been some apparent conflict, either the theologians or the scientists are wrong, because God is the Author of the Bible and His handiwork is in general revelation. In the days of Copernicus and Galileo, the theologians were wrong. Today we do not know of anyone who believes that the Earth is the center of the universe. 2 The last sentence of this "Article In Brief" is boldly false. There is almost no credible evidence from paleontology, geology, astrophysics, or geophysics that refutes deep time. Dr. Miller states: "The age of the Earth, according to naturalists and old- Earth advocates, is 4.5 billion years. -
UCLA Electronic Theses and Dissertations
UCLA UCLA Electronic Theses and Dissertations Title Acts of Being and Belonging: Shin-Issei Transnational Identity Negotiations Permalink https://escholarship.org/uc/item/05v6t6rn Author Kameyama, Eri Publication Date 2012 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles Acts of Being and Belonging: Shin-Issei Transnational Identity Negotiations A thesis submitted in partial satisfaction of the requirements for the degree Master of Arts in Asian American Studies By Eri Kameyama 2012 ABSTRACT OF THE THESIS Acts of Being and Belonging: Shin-Issei Transnational Identity Negotiations By Eri Kameyama Master of Arts in Asian American Studies University of California, Los Angeles, 2012 Professor Lane Ryo Hirabayashi, Chair ABSTRACT: The recent census shows that one-third of those who identified as Japanese-American in California were foreign-born, signaling a new-wave of immigration from Japan that is changing the composition of contemporary Japanese-America. However, there is little or no academic research in English that addresses this new immigrant population, known as Shin-Issei. This paper investigates how Shin-Issei who live their lives in a complex space between the two nation-states of Japan and the U.S. negotiate their ethnic identity by looking at how these newcomers find a sense of belonging in Southern California in racial, social, and legal terms. Through an ethnographic approach of in-depth interviews and participant observation with six individuals, this case-study expands the available literature on transnationalism by exploring how Shin-Issei negotiations of identities rely on a transnational understandings of national ideologies of belonging which is a less direct form of transnationalism and is a more psychological, symbolic, and emotional reconciliation of self, encompassed between two worlds. -
EDUCATOR Resource GUIDE
EDUCATOR resource GUIDE powered by VERSION 1.1 a letter for educators... Dear Allegiance Teachers, Thank you for bringing Allegiance into your classroom, enriching your students’ experience, and sharing the story of this unique time in American history. THIS GUIDE CONSISTS OF PRE- AND POST-SHOW ACTIVITIES AND QUESTIONS TO RAISE ON YOUR WAY TO THE SHOW, AT INTERMISSION, AND ON THE WAY BACK TO SCHOOL. Each activity includes step-by-step instructions with highlighted and italicized questions and infor- mation that you can read directly to your students to support their understanding of the activities. We hope, with the assistance of this Guide, Allegiance will be an impactful and inspiring event for your students. We welcome your feedback: please contact us if you have ideas or would like assis- tance with modifications based on the needs of your students. With gratitude, Matt Freeman, Matthew J. Schneider, Director of Education, Inspire Change Director of Education, Allegiance [email protected] [email protected] INSPIRE CHANGE biography Initially launched with the Broadway musical Memphis in 2009, Inspire Change is an innovative arts program that partners with commercial theater productions to provide schools and communities across the tri-state area with subsidized tickets and high-impact educational experiences. Inspire Change’s programming is developed in tandem with productions, drawing on and contribut- ing to their research and artistry, in order to create the most effective tools to educate communities, foster dialogue, and inspire change. 1 BEFOREshow THE ALLEGIANCE SYNOPSIS ALLEGIANCE FOLLOWS ONE AMERICAN FAMILY’S EXPERIENCE OF WORLD WAR II; THE ACTIONS THEY TAKE AND THE CONSEQUENCES THAT FOLLOW WILL HAUNT THEM FOR DECADES. -
California Cadet Corps Curriculum on Citizenship
California Cadet Corps Curriculum on Citizenship “What We Stand For” C8B: Great Americans Updated 20 NOV 2020 Great Americans • B1. Native American Warriors • B2. Military Nurses • B3. Suffragettes • B4. Buffalo Soldiers • B5. 65th IN Regiment “Borinqueneers” • B6. Lafayette Flying Corps • B7. Doolittle Raiders • B8. Navajo Code Talkers • B9. Tuskegee Airmen • B10. African American Units in World War • B11. World War II Nisei Units NATIVE AMERICAN WARRIORS OBJECTIVES DESIRED OUTCOME (Followership) At the conclusion of this training, Cadets will be able to describe groups who have sacrificed for the benefit of the United States despite challenges and obstacles. Plan of Action: 1. Define the warrior tradition and how that motivates Native Americans to serve their country today. 2. Describe how Native American communities support their soldiers and veterans through culture and ceremonies. Essential Question: How have Native Americans contributed to the United States military, and how does their community support and influence their contribution? The Warrior Tradition What is the warrior tradition? Sitting Bull, of the Hunkpapa Lakota Sioux, said: “The warrior, for us, is one who sacrifices himself for the good of others. His task is to take care of the elderly, the defenseless, those who cannot provide for themselves, and above all, the children – the future of humanity.” Being a warrior is more than about fighting it is about service to the community and protection of your homeland. (WNED-TV & Florentine Films/Hott Productions, 2019) The Warrior Tradition Use this link to play The Warrior Tradition https://www.pbs.org/wned/warrior-tradition/watch/ Check on Learning 1. Name a symbol of Native American tradition that you still see used in Native American culture today. -
Timeline: Japanese Americans During World War II
National Park Service WWII Valor in the Pacific National Monument Fish and Wildlfie Servcie U.S. Department of the Interior Tule Lake Unit Timeline: Japanese Americans during World War II October 14, 1940: The U.S. Nationality Act of 1940 requires that resident aliens register annually at post ofTices and keep the government apprised of any address changes. 91,858 Japanese aliens registered. December 7,1941: Japan attacks the U.S. naval base at Pearl Harbor, Hawaii. President Franklin D. Roosevelt signs Presidential Proclamation No. 2525, declaring "all natives, citizens or subjects of the Empire of Japan" living in the U.S. and not naturalized to be "liable to be apprehended, restrained, secured, and removed as alien enemies." December 8,1941: The United States declares war on Japan. December 11,1941: The Western Defense Command is established and Lt. General John L. DeWitt is named commander. The West Coast of the U.S. is declared a "theater of war December 29, 1941: All enemy aliens in Califomia, Oregon, Washington, Montana, Idaho, Utah, and Nevada are ordered to surrender all contraband, including short-wave radios, cameras, binoculars, and weapons. January 5,1942: All Japanese American selective service registrants are reclassified as IV-C,"enemy aliens." January 29, 1942: Attorney General Francis Biddle issues orders to establish "prohibited zones" from which "enemy aliens" are excluded. German, Italian, and Japanese aliens are removed from these areas. February 4, 1942: The U.S. Anny designates "restilcted areas" in which enemy aliens must observe curfew and are limited in their travel. German, Italian, and Japanese aliens may not travel more than five miles from their homes in these areas.