Supplemental Reading Suggestions: Children Baseball Saved Us By
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Amache Teacher Resource Guide-Secondary
Annotated Resource Set (ARS) Amache Teacher Resource Guide-Secondary Title/Content Area: Amache /US History Developed by: Kelly Jones-Wagy Grade Level: 9-12 Contextual Paragraph During World War II, 120,000 Japanese and Japanese Americans were forced into internment camps—including one in southeastern Colorado called the Granada Relocation Center, or “Amache.” Camp Amache was one of ten War Relocation Authority, or internment, camps where US authorities forced Japanese Americans to live after the bombing of Pearl Harbor. Home to nearly 7,300 internees from 1942 to 1945, Amache now is a National Historic Landmark. Governor Ralph L. Carr took an unpopular stance, inviting Japanese Americans to stay in Colorado after the war and publicly stating his opinion that internment was unconstitutional. Amache officially closed in October 1945 following the end of World War II. However, for many of the Japanese internees, there was no home to return to. Some chose to stay in Colorado, as they were welcomed by Governor Carr. In 1988, President Ronald Reagan signed the Civil Liberties Act, awarding $20,000 to every surviving internee and essentially apologizing for the internment process. 1 Resource Set Title Letter from Governor Letter from Robert D. Executive Order 9066 Map of Concentration Battle Honors for the Ralph Carr to Mrs. J.A. Elder to Governor Camps 442nd Hughes Ralph Carr Description March 6, 1942‐ March 1, 1942‐State February 19, 1942‐ Map shows where the Two letters from Governor Carr Senator Robert Elder President Roosevelt 10 relocation centers generals in 1945 responds to a woman requests that the uses executive power were located in the outlining the in La Junta who is governor refuse to to confine people of United States, their distinguished concerned that the allow the Japanese Japanese descent for populations, and the performance and internment camp is into Colorado and the duration of the type of each center. -
Utah Curriculum Units* * Download Other Enduring Community Units (Accessed September 3, 2009)
ENDURING COMMUNITIES Utah Curriculum Units* * Download other Enduring Community units (accessed September 3, 2009). Gift of the Nickerson Family, Japanese American National Museum (97.51.3) All requests to publish or reproduce images in this collection must be submitted to the Hirasaki National Resource Center at the Japanese American National Museum. More information is available at http://www.janm.org/nrc/. 369 East First Street, Los Angeles, CA 90012 Tel 213.625.0414 | Fax 213.625.1770 | janm.org | janmstore.com For project information, http://www.janm.org/projects/ec Enduring Communities Utah Curriculum Writing Team RaDon Andersen Jennifer Baker David Brimhall Jade Crown Sandra Early Shanna Futral Linda Oda Dave Seiter Photo by Motonobu Koizumi Project Managers Allyson Nakamoto Jane Nakasako Cheryl Toyama Enduring Communities is a partnership between the Japanese American National Museum, educators, community members, and five anchor institutions: Arizona State University’s Asian Pacific American Studies Program University of Colorado, Boulder University of New Mexico UTSA’s Institute of Texan Cultures Davis School District, Utah 369 East First Street Los Angeles, CA 90012 Tel 213.625.0414 Fax 213.625.1770 janm.org | janmstore.com Copyright © 2009 Japanese American National Museum UTAH Table of Contents 4 Project Overview of Enduring Communities: The Japanese American Experience in Arizona, Colorado, New Mexico, Texas, and Utah Curricular Units* 5 Introduction to the Curricular Units 6 Topaz (Grade 4, 5, 6) Resources and References 34 Terminology and the Japanese American Experience 35 United States Confinement Sites for Japanese Americans During World War II 36 Japanese Americans in the Interior West: A Regional Perspective on the Enduring Nikkei Historical Experience in Arizona, Colorado, New Mexico, Texas, Utah (and Beyond) 60 State Overview Essay and Timeline 66 Selected Bibliography Appendix 78 Project Teams 79 Acknowledgments 80 Project Supporters * Download other Enduring Community units (accessed September 3, 2009). -
The Voices of Children: Re-Imagining the Internment of Japanese Americans Through Poetry
Social Studies and the Young Learner 25 (4), pp. 30–32 ©2013 National Council for the Social Studies The Voices of Children: Re-imagining the Internment of Japanese Americans through Poetry Elizabeth M. Frye and Lisa A. Hash In this article, we describe just one activity from an interdisciplinary social justice unit1 taught to two fifth-grade social studies classes with the use of Cynthia Kadohata’s multicultural historical fiction novel Weedflower.2 Often, our younger students feel their voices are silenced...their messages are not heard. Like many of our fifth-grade students, the main characters in Kadohata’s novel are marginalized peoples whose voices were kept silent during a time of war hysteria. In this historical novel, Sumiko, a young Japanese American girl and her family are forced to relocate to Poston Internment Camp after the attacks on Pearl Harbor. Poston, located in southwestern Arizona, was the largest of the ten internment camps (or “prison camps,” as many of its former residents called it) operated by the U.S. government during World War II. While at Poston, Sumiko befriends Frank, a young Mojave Indian who lives on the neighboring reservation. The Constitution’s Promises and Principles American was ever found guilty of endangering the U.S. during While learning about the internment camps, students also learn World War II. (Indeed, President Roosevelt recognized that the about the U.S. Constitution—how its promises were first violated, then-territory of Hawaii would collapse without its business and then, many years later, partially redeemed. leaders, administrators, engineers, and other civil servants—most The Fifth Amendment to the Constitution states, of whom were of Japanese American descent. -
A Conversation on Japanese American Incarceration & Its Relevance to Today
CONVERSATION KIT Courtesy of the National Archives Tuesday, May 17, 2016 1:00-2:00 pm EDT, 10:00-11:00 am PDT Smithsonian National Museum of American History Kenneth E. Behring Center IN WORLD WAR II NATIONAL YOUTH SUMMIT JAPANESE AMERICAN INCARCERATION 2 TABLE OF CONTENTS SECTION I: INTRODUCTION TO THE NATIONAL SUMMIT . 3 Introduction . 3 Program Details . 4 Regional Summit Locations . 4 When, Where, and How to Participate . 4 Join the Conversation . 5 Central Questions . 6 Panelists and Participants . 7 Common Core State Standards . 9 National Standards for History . 10 SECTION II: LANGUAGE . 11 Statement on Terminology . 12 SECTION III: LESSON PLANS . 14 Lesson Plans and Resources on Japanese American Incarceration . 15 Lesson Ideas for Japanese American Incarceration and Modern Parallels . 17 SECTION IV: YOUTH LEADERSHIP AND TAKING ACTION . 18 What Can You Do? . 19 SECTION V: ADDITIONAL RESOURCES . .. 21 NATIONAL YOUTH SUMMIT JAPANESE AMERICAN INCARCERATION 3 SECTION I: INTRODUCTION TO THE NATIONAL SUMMIT Thank you for participating in the Smithsonian’s National Youth Summit on Japanese American Incarceration. This Conversation Kit is designed to provide you with lesson activities and ideas for leading group discussions on the issues surrounding Japanese American incarceration and their relevance today. This kit also provides details on ways to participate in the Summit. The National Youth Summit is a program developed by the National Museum of American History in collaboration with Smithsonian Affiliations. This program is funded by the Smithsonian’s Youth Access Grants. Pamphlet, Division of Armed Forces History, Office of Curatorial Affairs, National Museum of American History Smithsonian Smithsonian National Museum of American History National Museum of American History Kenneth E. -
A a C P , I N C
A A C P , I N C . Asian Am erican Curriculum Project Dear Friends; AACP remains concerned about the atmosphere of fear that is being created by national and international events. Our mission of reminding others of the past is as important today as it was 37 years ago when we initiated our project. Your words of encouragement sustain our efforts. Over the past year, we have experienced an exciting growth. We are proud of publishing our new book, In Good Conscience: Supporting Japanese Americans During the Internment, by the Northern California MIS Kansha Project and Shizue Seigel. AACP continues to be active in publishing. We have published thirteen books with three additional books now in development. Our website continues to grow by leaps and bounds thanks to the hard work of Leonard Chan and his diligent staff. We introduce at least five books every month and offer them at a special limited time introductory price to our newsletter subscribers. Find us at AsianAmericanBooks.com. AACP, Inc. continues to attend over 30 events annually, assisting non-profit organizations in their fund raising and providing Asian American book services to many educational organizations. Your contributions help us to provide these services. AACP, Inc. continues to be operated by a dedicated staff of volunteers. We invite you to request our catalogs for distribution to your associates, organizations and educational conferences. All you need do is call us at (650) 375-8286, email [email protected] or write to P.O. Box 1587, San Mateo, CA 94401. There is no cost as long as you allow enough time for normal shipping (four to six weeks). -
Accelerated Reader Book List
Accelerated Reader Book List Picking a book to read? Check the Accelerated Reader quiz list below and choose a book that will count for credit in grade 7 or grade 8 at Quabbin Middle School. Please see your teacher if you have questions about any selection. The most recently added books/tests are denoted by the darkest blue background as shown here. Book Quiz No. Title Author Points Level 8451 EN 100 Questions and Answers About AIDS Ford, Michael Thomas 7.0 8.0 101453 EN 13 Little Blue Envelopes Johnson, Maureen 5.0 9.0 5976 EN 1984 Orwell, George 8.2 16.0 9201 EN 20,000 Leagues Under the Sea Clare, Andrea M. 4.3 2.0 523 EN 20,000 Leagues Under the Sea (Unabridged) Verne, Jules 10.0 28.0 6651 EN 24-Hour Genie, The McGinnis, Lila Sprague 4.1 2.0 593 EN 25 Cent Miracle, The Nelson, Theresa 7.1 8.0 59347 EN 5 Ways to Know About You Gravelle, Karen 8.3 5.0 8851 EN A.B.C. Murders, The Christie, Agatha 7.6 12.0 81642 EN Abduction! Kehret, Peg 4.7 6.0 6030 EN Abduction, The Newth, Mette 6.8 9.0 101 EN Abel's Island Steig, William 6.2 3.0 65575 EN Abhorsen Nix, Garth 6.6 16.0 11577 EN Absolutely Normal Chaos Creech, Sharon 4.7 7.0 5251 EN Acceptable Time, An L'Engle, Madeleine 7.5 15.0 5252 EN Ace Hits the Big Time Murphy, Barbara 5.1 6.0 5253 EN Acorn People, The Jones, Ron 7.0 2.0 8452 EN Across America on an Emigrant Train Murphy, Jim 7.5 4.0 102 EN Across Five Aprils Hunt, Irene 8.9 11.0 6901 EN Across the Grain Ferris, Jean 7.4 8.0 Across the Wide and Lonesome Prairie: The Oregon 17602 EN Gregory, Kristiana 5.5 4.0 Trail Diary.. -
Living Voices Within the Silence Bibliography 1
Living Voices Within the Silence bibliography 1 Within the Silence bibliography FICTION Elementary So Far from the Sea Eve Bunting Aloha means come back: the story of a World War II girl Thomas and Dorothy Hoobler Pearl Harbor is burning: a story of World War II Kathleen Kudlinski A Place Where Sunflowers Grow (bilingual: English/Japanese) Amy Lee-Tai Baseball Saved Us Heroes Ken Mochizuki Flowers from Mariko Rick Noguchi & Deneen Jenks Sachiko Means Happiness Kimiko Sakai Home of the Brave Allen Say Blue Jay in the Desert Marlene Shigekawa The Bracelet Yoshiko Uchida Umbrella Taro Yashima Intermediate The Burma Rifles Frank Bonham My Friend the Enemy J.B. Cheaney Tallgrass Sandra Dallas Early Sunday Morning: The Pearl Harbor Diary of Amber Billows 1 Living Voices Within the Silence bibliography 2 The Journal of Ben Uchida, Citizen 13559, Mirror Lake Internment Camp Barry Denenberg Farewell to Manzanar Jeanne and James Houston Lone Heart Mountain Estelle Ishigo Itsuka Joy Kogawa Weedflower Cynthia Kadohata Boy From Nebraska Ralph G. Martin A boy at war: a novel of Pearl Harbor A boy no more Heroes don't run Harry Mazer Citizen 13660 Mine Okubo My Secret War: The World War II Diary of Madeline Beck Mary Pope Osborne Thin wood walls David Patneaude A Time Too Swift Margaret Poynter House of the Red Fish Under the Blood-Red Sun Eyes of the Emperor Graham Salisbury, The Moon Bridge Marcia Savin Nisei Daughter Monica Sone The Best Bad Thing A Jar of Dreams The Happiest Ending Journey to Topaz Journey Home Yoshiko Uchida 2 Living Voices Within the Silence bibliography 3 Secondary Snow Falling on Cedars David Guterson Hotel on the Corner of Bitter and Sweet Jamie Ford Before the War: Poems as they Happened Drawing the Line: Poems Legends from Camp Lawson Fusao Inada The moved-outers Florence Crannell Means From a Three-Cornered World, New & Selected Poems James Masao Mitsui Chauvinist and Other Stories Toshio Mori No No Boy John Okada When the Emperor was Divine Julie Otsuka The Loom and Other Stories R.A. -
Year of Ursula Book List
The 2020 NEA Big Read When the Emperor Was Divine by Julie Otsuka Reading List Fiction No-No Boy – John Okada, (1956) This 1956 novel, by Seattle native John Okada, is considered the first Japanese American novel and an Asian American literary classic. Its title comes from the answers many Japanese Ameri- can men gave to a government questionnaire administered during World War II: would they serve in the armed forces and would they swear loyalty to the U.S. Snow Falling on Cedars – David Guterson (1994) This novel, set on a fictional island in Washington’s Puget Sound, has at its heart an interracial love triangle that includes two Japanese Americans sent to an internment camp. The book won a PEN/Faulkner Award for Fiction and was made into an Oscar-nominated film and a play, which Portland Center Stage produced in 2010. What the Scarecrow Said – Stewart David Ikeda (1996) Novel centering on William Fujita, a successful Nisei nursery owner before the war as he tries to rebuild his life in New England after camp having lost both his son and wife in the war. Dis- patched to start a small farming operation for a widowed nurse in the small Quaker town of Juggeston in late 1944, Fujita navigates the tricky politics of the area, while tying up loose ends of his former life. Why She Left Us – Rahna Reiko Rizzuto (1999) Emi Okada finds herself incarcerated at Santa Anita and Amache with two young children and no husband. The story is told in the first person voices of four different characters—none of whom are Emi—who each know only part of the story. -
Terminal Islander Club, by LYNDA LIN a Contingency of Mostly Nisei Bound Assistant Editor by a Shared History and Geography
Anti-Asian Flyer Spring Campaign Eggrolls Etc. in Arizona It's not too late to donate. continues to stand by its Help the PC. continue to racist menu even as APA develop its popular Web site. groups protest. COUPON PAGE 2 NATIONAL PAGE 3 Dice-K Who? CITIZEN Okajima makes an sfnce1929PACIFIC unexpected impact as Boston Red Sox reliever. The National Publication of the Japanese American Citizens League MEMORIAL DAY Shock Jocks ~!~~~~~!!_ M~~~~ ~ dep~~~e~:~~M:}n~l=ra=q~a~n=d..,............A_b_r_o_a--,d Dropped Over erans this Memorial Day, Iraq. For the past four months wishes you had." As ian SIu rs these soldiers are proud to Ishikata has been stationed ' in Ishikata's. life be serving their country. Baghdad overseeing the translation now consists of By Associated Press and P.e. Staff of captured documents and media to seven-day . work NEW YORK-One month after assist the commanders in locating weeks that often last By CAROLINE AOYAGI-STOM the firing of radio host Don Imus for insurgents. 16 hours a day. Executive Editor broadcasting sexist and racist gibes, "As a leader, I felt it was impor- Some days there are a pair of suspended New York shock tant for me to have this experience so briefings with his Lt. Col. George Ishikata has 23 jocks have been permanently pulled that I could understand-my soldiers higher-ups, on other. years of U.S. Army experience from the air by CBS Radio for a better, and so they cO,-!ld feel com- days there's the under his belt. -
Visual Timeline 34
DAY 6–7 Visual Timeline 34 Objectives Weedflower Reading, Discussion Questions, and Journal Prompt • Students will develop an understanding of a chronol- ogy of events related to the Japanese American experi- • On Day 6, read Chapters 9 and 10 (11½ pages) of ence during World War II. Weedflower. • Students will distinguish between actual historical • Continue to add to Handout 2-1: Character events and author-created events. Web Graphic Organizer. • Students will accurately represent events for a visual • Discuss the following question as a class or timeline. in small groups: • What is the mood of people as they are Guiding Questions selling off their possessions and boarding buses? Why? • What are important events in United States history in • Provide a journal prompt for students to 1941 and 1942? respond to: • What are important events in the story of Weedflower • What would be the one thing you would (up to current reading)? take if you and your family were forced to leave your home? Draw a picture of the Assessment(s) object and write four to five sentences • Teacher observation of students’ completed Visual explaining your choice. Timelines. • On Day 7, read Chapters 11 and 12 (12 pages) of Weedflower. Materials • Continue to add to Handout 2-1: Character • Two large sheets of paper for recording student com- Web Graphic Organizer. ments • Discuss the following question as a class or • 4-x-6-inch pieces of white construction paper to use in small groups: as “event cards” to represent timeline events (one per • As Sumiko’s family arrives at the assembly student) center (racetrack), how has her daily life • Student copies of “Timeline for Japanese Americans changed? (Refer to Day 4.) in New Mexico,” included in this unit’s introductory materials and also available for download at http:// Overview www.janm.org/EC-NM-Essay-Timeline.pdf/ (accessed September 6, 2009) In this two-day lesson, students will share their under- • Handout 7-1: Timeline Strips (optional) standing of historical and story events. -
Weedflower 12
LESSON 3 Weedflower 12 Overview Essential Question Upon completion of the first two lessons in the “A • What is our responsibility to make sure we respect all Friend to All” unit, students should have adequate people? background knowledge regarding the historical context of the Japanese American incarceration. Guiding Questions This third and final lesson provides an in-depth • What is a friend? look into the unique circumstances surrounding • How should we treat all people, even if they aren’t the Arizona camps; that is, their placement on friends? Native American reservation lands. The chapter • What is wrong with judging people based on race, book Weedflower, provides a fictional “case study” of religion, and culture? the conflict, cooperation, and eventual friendship that evolves between a Mohave boy and a young Arizona State Standards Japanese American girl sent to the Poston Camp Social Studies—Grade 4 on the Colorado River Indian Reservation. Lesson activities are designed to help students build essential Strand 1: American History vocabulary, describe main events and characters in Concept 8: Great Depression and World War II a story, compare and contrast characters in literary • PO 2. Describe the reasons (e.g., German and selections, and interpret the moral of literary pieces Japanese aggression) for the U.S. becoming involved via a written and illustrated literary response poster. in World War II. • PO 3. Describe the impact of World War II on Arizona Objectives (e.g., economic boost, military bases, Native American and Hispanic contributions, POW camps, relocation Students will be able to: of Japanese Americans). • Use a dictionary to learn the meaning and other • PO 4. -
Lives and Legacy by Joyce Nao Takahashi
Japanese American Alumnae of the University of California, Berkeley: Lives and Legacy Joyce Nao Takahashi A Project of the Japanese American Women/Alumnae of the University of California, Berkeley Front photo: 1926 Commencement, University of California, Berkeley. Photo Courtesy of Joyce N. Takahashi Copyright © 2013 by Joyce Nao Takahashi All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the author. Preface and Acknowledgements I undertook the writing of the article, Japanese American Alumnae: Their Lives and Legacy in 2010 when the editors of the Chronicle of the University of California, Carroll Brentano, Ann Lage and Kathryn M. Neal were planning their Issue on Student Life. They contacted me because they wanted to include an article on Japanese American alumnae and they knew that the Japanese American Women/Alumnae of UC Berkeley (JAWAUCB), a California Alumni club, was conducting oral histories of many of our members, in an attempt to piece together our evolution from the Japanese Women’s Student Club (JWSC). As the daughter of one of the founders of the original JWSC, I agreed to research and to write the JWSC/JAWAUCB story. I completed the article in 2010, but the publication of the Chronicle of the University of California’s issue on Student Life has suffered unfortunate delays. Because I wanted to distribute our story while it was still timely, I am printing a limited number of copies of the article in a book form I would like to thank fellow JAWAUCB board members, who provided encouragement, especially during 2010, Mary (Nakata) Tomita, oral history chair, May (Omura) Hirose, historian, and Irene (Suzuki) Tekawa, chair.