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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. -
Japanese American Internment: a Tragedy of War Amber Martinez Kennesaw State University
Kennesaw State University DigitalCommons@Kennesaw State University Dissertations, Theses and Capstone Projects 4-21-2014 Japanese American Internment: A Tragedy of War Amber Martinez Kennesaw State University Follow this and additional works at: http://digitalcommons.kennesaw.edu/etd Part of the American Studies Commons, Social History Commons, and the United States History Commons Recommended Citation Martinez, Amber, "Japanese American Internment: A Tragedy of War" (2014). Dissertations, Theses and Capstone Projects. Paper 604. This Thesis is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Dissertations, Theses and Capstone Projects by an authorized administrator of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. JAPANESE AMERICAN INTERNMENT: A TRAGEDY OF WAR A Reflexive Essay Presented To The Academic Faculty Amber Martinez In Partial Fulfillment Of the Requirements for the Degree Master of Arts in American Studies Kennesaw State University (May, 2014) 1 Japanese American internment in the United States during World War II affected thousands of lives for generations yet it remains hidden in historical memory. There have been surges of public interest since the release of the internees, such as during the Civil Rights movement and the campaign for redress, which led to renewed interest in scholarship investigating the internment. Once redress was achieved in 1988, public interest waned again as did published analysis of the internment. After the terrorist attacks on September 11, 2001 and the wars in Iraq and Afghanistan began, American pride and displays of homeland loyalty created a unique event in American history. -
Kip Tokuda Civil Liberties Program
Kip Tokuda Civil Liberties Program 1. Purpose: The Kip Tokuda competitive grant program supports the intent of RCW 28A.300.405 to do one or both of the following: 1) educate the public regarding the history and lessons of the World War II exclusion, removal, and detention of persons of Japanese ancestry through the development, coordination, and distribution of new educational materials and the development of curriculum materials to complement and augment resources currently available on this subject matter; and 2) develop videos, plays, presentations, speaker bureaus, and exhibitions for presentation to elementary schools, secondary schools, community colleges, and other interested parties. 2. Description of services provided: Grants were provided to the following individuals and organizations: Bainbridge Island Japanese American Community (BIJAC): BIJAC offered workshops featuring four oral history documentary films of the Japanese American WWII experience and accompanying curricula aligning with OSPI-developed Assessments for use in distance-learning lessons during the COVID- 19 pandemic, and developed online interactive activities to use with the oral history films in online workshops. Erin Shigaki: In the first phase of the grant Erin used the funds to revise the design of three wall murals about the Japanese American exclusion and detention located in what was the historic Japantown or Nihonmachi in Seattle, WA. The first and second locations are in Seattle’s Chinatown-International District in “Nihonmachi Alley” and the third location is the side of the Densho building located on Jackson Street. Erin spent time working with a fabricator regarding material options and installation. Densho (JALP): From January to June, the content staff completed articles on a range of confinement sites administered by the War Relocation Authority (WRA), the Wartime Civil Control Administration (WCCA), the Immigration and Naturalization Service (INS), and the U.S. -
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. -
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. -
The Origins of the Imperial Presidency and the Framework for Executive Power, 1933-1960
Western Michigan University ScholarWorks at WMU Dissertations Graduate College 4-2013 Building A House of Peace: The Origins of the Imperial Presidency and the Framework for Executive Power, 1933-1960 Katherine Elizabeth Ellison Western Michigan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Political History Commons, and the United States History Commons Recommended Citation Ellison, Katherine Elizabeth, "Building A House of Peace: The Origins of the Imperial Presidency and the Framework for Executive Power, 1933-1960" (2013). Dissertations. 138. https://scholarworks.wmich.edu/dissertations/138 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. BUILDING A HOUSE OF PEACE: THE ORIGINS OF THE IMPERIAL PRESIDENCY AND THE FRAMEWORK FOR EXECUTIVE POWER, 1933-1960 by Katherine Elizabeth Ellison A dissertation submitted to the Graduate College in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of History Western Michigan University April 2013 Doctoral Committee: Edwin A. Martini, Ph.D., Chair Sally E. Hadden, Ph.D. Mark S. Hurwitz, Ph.D. Kathleen G. Donohue, Ph.D. BUILDING A HOUSE OF PEACE: THE ORIGINS OF THE IMPERIAL PRESIDENCY AND THE FRAMEWORK FOR EXECUTIVE POWER, 1933-1960 Katherine Elizabeth Ellison, Ph.D. Western Michigan University, 2013 This project offers a fundamental rethinking of the origins of the imperial presidency, taking an interdisciplinary approach as perceived through the interactions of the executive, legislative, and judiciary branches of government during the 1930s, 1940s, and 1950s. -
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. -
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. -
Over 55 Years Ago, the United States Entered World War II. to Most Americans, Now, It’S Something That Happened “Over There” and Is Far Removed from Home
by Mike Prero Over 55 years ago, the United States entered World War II. To most Americans, now, it’s something that happened “over there” and is far removed from home. We frequently read books and see movies about our soldiers in Japanese or German prisoner-of-war camps, but few members of the younger generation realize that between 1942 and 1946, the United States held almost 400,000 German, more than 50,000 Italian, and 5,000 Japanese soldiers in P.O.W. camps right here in the United States. I’ve been a Military collector ever since I entered the hobby, but my interest was really drawn to P.O.W. camps during a game of bridge a number of years ago. Our opponents, an elderly couple, had actually met and fallen in love in a Japanese P.O.W. camp in the Philippines. Fascinating! And so are P.O.W. camp covers. There were over 500 such P.O.W. camps in America during the war. One of them was right down the road from here, in Stockton, CA. Not surprisingly, most were located in the western and central states that had wide-open spaces: California, Texas, Idaho, Arizona, Nebraska, Kansas, Wyoming, etc. Although, there were a few in places like Maryland, Wisconsin, and Michigan. As with most World War II U.S. installations, there are a variety of covers from these P.O.W. camps, although they are definitely scarce compared to the number of camps that existed. I currently have 6,842 U.S. Military covers, but Major P.O.W. -
Background to Japanese American Relocation
CHAPTER 2 BACKGROUND TO JAPANESE AMERICAN RELOCATION Japanese Americans Prior to World War II The background to Japanese American relocation extends to the mid-19th century when individuals of Chinese descent first arrived in the Western U.S. to work as mine and railroad laborers (Appendix B). Discrimination against the Chinese arose soon after because of economic (i.e., unfair labor competition) and racial (i.e., claims of racial impurity and injury to western civilization) concerns. Because a significant portion of California’s population was Chinese (i.e., approximately 10% in 1870), California played a key role in this discrimination. In 1882, U.S. President Arthur signed into law the Chinese Exclusion Act that effectively ended Chinese immigration to the U.S. until 1943 when the U.S. was allied with China in World War II (Commission on Wartime Relocation and Internment of Civilians, 1997). Individuals of Japanese descent began to emigrate in significant numbers to North America’s West Coast in the late 19th century (Appendix B). They came primarily because of the “push” of harsh economic conditions in Japan and the “pull” of employment opportunities in the U.S., partially created by the loss of the Chinese labor force (Commission on Wartime Relocation and Internment of Civilians, 1997). Most of these first generation Japanese or Issei settled in California, Oregon, and Washington where they worked in the agriculture, timber, and fishing industries. In California alone, the number of Japanese immigrants increased from 1,147 in 1890 to 10,151 in 1900 (U.S. Census Office, 1895; 1901). The total Japanese American population in the U.S.