Meeting Materials May 11 2020 Civil Liberties
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Jap” to “Hero”: Resettlement, Enlistment, and the Construction of Japanese American Identity During WWII
From “Jap” to “Hero”: Resettlement, Enlistment, and the Construction of Japanese American Identity during WWII Maggie Harkins 3 Table of Contents I. Japanese Invasion: “The Problem of the Hour” II. “JAPS BOMB HAWAII!” Racism and Reactions to the Japanese American Community III. Enduring Relocation: “shikata ga nai” IV. Changing Family Roles within the Internment Camps V. “Striving to Create Goodwill” Student Resettlement VI. Nisei WACS: “A Testimony to Japanese American Loyalty” VII. “Go For Broke!” Fighting For Dignity and Freedom VIII. Heroism and Terrorism: Re-Assimilation into Anglo-American Society 4 On December 7, 1941 Japan staged a massive attack of the Pearl Harbor naval base in Hawai’i. Mainland Americans huddled around their radios listening to the events unfold, while Hawaiians watched the Japanese Imperial Air Force drop bombs over their home. The United States was at war. Young men nationwide, including Lawson Sakai, a Japanese American college student in California, rushed to join the Armed Forces. On December 8, 1941 Lawson and three friends traveled to the nearest recruiting station to commit themselves to the United States Navy. Though his friends were accepted immediately, Sakai was delayed and eventually denied. “They told me I was an enemy alien!,” he remembered years later. 1 The recruiting officer’s reaction to Sakai’s attempted enlistment foreshadowed the intense racial discrimination that he and thousands of other Japanese Americans would face in the coming months. The Nisei, second-generation Japanese American citizens, viewed themselves as distinctly American. They had no connection to the imperial enemies who bombed their homeland and were determined to support the United States. -
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. -
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. -
Winter 2004 ACLU News
AMERICAN CIVIL LIBERTIES UNION OF NORTHERN CALIFORNIA WINTER 2004 BECAUSE FREEDOM CAN’T PROTECT ITSELF VOLUME LXVIII ISSUE 1 WHAT’S INSIDE news ACLUPAGE 3 PAGE 7 PAGE 8 PAGE 9 CENTER SPREAD PAGE 12 Landmark Settlement Marriages Shut Down: Reforming the SFPD: Backlash Profile: Taking Back the Nation: ACLU Forum: for LGBTI Students ACLU Files Suit SF’s Proposition H What’s in a Name? 2003 Year in Review Saving Choice, Saving Lives HISTORY IN THE MAKING: SAME-SEX COUPLES WED AT CITY HALL hey stepped out of San Francisco’s City Hall and into the history books. Thousands of same-sex couples braved wind, rain, and the wrath of the Tanti-gay lobby this February, waiting hours for a simple privilege that had been denied them for years: a marriage license. GIGI PANDIAN Couples line up outside City Hall, Feb. 17, 2004 “We’ve waited 51 long years for this day, for the right to Newsom explained that he had taken an oath to uphold that first day. get married,” said Del Martin, 83, and Phyllis Lyon, 79, the the California constitution, including its promise of equal Lyon and Martin met in Seattle in 1950, moved to San first couple to wed at City Hall on Feb. 12, 2004. “We’ve protection for all Californians. “What we were doing before Francisco, and bought a house together in 1955. Lyon been in a committed and loving relationship since 1953.” last Thursday [Feb. 12], from my perspective, was clearly, by worked as a journalist; Martin as a bookkeeper, and together Martin and Lyon were one of more than 3,000 gay and any objective, discriminatory,” he told CNN. -
Pilgrimage Powell & Cody 2018 Heart Mountain 2018 Heart ● July26–28,2018
Pilgrimage2018 Heart Mountain Powell & Cody ● July 26–28, 2018 by Estelle Ishigo, Allen Eaton Collection, Japanese American National Museum Allen Eaton Estelle Ishigo, by Heart Mountain Mess Hall Shibai 1 Map of Holiday Inn Cody Guest Rooms Registration Ballroom QTs Gift Shop Sales Artifact Donations Restaurant Silent Auction Moving Walls Children’s Activities Discussion Cocktail Reception Discussion Groups 3 & 11 Discussion Dessert Reception Groups 6 & 8 Groups 2 & 12 Courtyard Bottoms Up Eaton Exhibit Cabins Buffalo Bill Banquet Lounge Discussion D Room Taggart Groups 7 & 14 Discussion Discussion Groups 5 & 9 Discussion Groups 1 & 13 Front Desk Groups 4 & 10 & Office Guest Rooms A B C Snacks & Water Lobby (Meet for buses) Conference Employees Only Guest Rooms Room Main Entrance Parking Comfort Inn each other. andtohelpus better understand help usbetterbefore, understandthosewhocame we lookwell—to toart,as year’s Pilgrimage, Forthis forgotten. thisstory sure wasnever make tousetheirart otherstocreate, could.Shealsoencouraged ever words better thanmere oflifeatHeart therealities Mountain convey would they paintings anddrawings.Sheknew somuchtimetodocumenting lifeinthiscampwithher understanding. It’swhyshedevoted tofostering route thatartwasthemostdirect manyothers,knew like Estelle Ishigo, again. onlyforamoment—free were—if they painted,incarcerees When performed,danced, sang, orcomposed, bands. swing people’s young compositions ofIsseipoets noiseofthe thecontemplative from andjoyful totheboisterous Artwaseverywhere insideHeart nowords. -
HSMS Unit.Pmd
64 Life Interrupted: Curriculum Units for Secondary Social Studies Lesson 3: Individuals Making a Difference Resource Card Name: Yuri Kochiyama Lifespan: 1922 - Home: San Pedro, California, New York, New York. Gift of Yuri Kochiyama, Japanese American National Museum (99.1.3) WHAT CHALLENGES DID THIS PERSON FACE? Yuri Kochiyama and her family’s lives were forever altered after the bombing of Pearl Harbor on December 7, 1941. Kochiyama’s father was picked up shortly after the bombing and imprisoned at a federal penitentiary for approximately 45 days. He was released back to the family and died 12 hours after his release. She remembers, …Never had a war come so close to this country and then eventually, of course, as it became a world war it affected the whole world. Until that time, I was just living a comfortable life, actually a middle class life in San Pedro. I wasn’t even aware of the terrible situation for Jews in Europe…By 1941, I had just finished junior college – two years. And as I said, I was not political and I was not socially aware. So it was like an abrupt kind of change when…President Roosevelt declared that all Japanese would have to be evacuated. It certainly changed our life. HOW DID SHE HANDLE THESE CHALLENGES? When her husband, Bill, went off to fight in the war with the highly decorated 442nd Regi- mental Combat Team, Kochiyama wrote to him three times a day for twenty-two months. He would receive so many letters that at times he would bury the letters in the trenches. -
Texas Curriculum Units* * Download Other Enduring Community Units (Accessed September 3, 2009)
ENDURING COMMUNITIES Texas Curriculum Units* * Download other Enduring Community units (accessed September 3, 2009). Gift of Miyoko (Takeuchi) Eshita, Japanese American National Museum (96.491.22) 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 Texas Curriculum Writing Team G. Salvador Gutierrez Mark Hansen Jessica Jolliffe Mary Grace Ketner David Monteith, Jr. Linda O’Dell Lynne Smogur Photo by Richard M. Murakami 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 TEXAS 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 Dialogue, Denial, Decision: -
White by Association: the Mixed Marriage Policy of Japanese American Internees”
“White by Association: The Mixed Marriage Policy of Japanese American Internees” Ashlynn Deu Pree University of California, Santa Barbara Department of History Abstract The purpose of “White by Association: The Mixed Marriage Policy of Japanese American Internees” is to describe in detail the Mixed Marriage Policy, implemented during World War II regarding the incarceration of Japanese Americans, and the reasons for its implementation. This policy allowed for specific multiracial Japanese Americans and those involved in mixed marriages with White males to exit the camps and return home to the West Coast if they could prove their lifestyles to be culturally Caucasian. This paper argues that the Mixed Marriage Policy was created in order to prevent White males from challenging the constitutionality of the Japanese American incarceration. Introduction “One obvious thought occurs to me—that every Japanese citizen or non-citizen on the Island of Oahu who meets these Japanese ships or has any connection with their officers or men should be secretly but definitely identified and his or her name placed on a special list of those who would be the first to be placed in a concentration camp in the event of trouble.’ – Franklin D. Roosevelt, President of the United States, 1936.1 The imprisonment of Japanese Americans in U.S. concentration camps during World War II violated the constitutional rights of the imprisoned American citizens and residents who were denied citizenship. The same right-violators who were responsible for this incarceration, were also the creators of the Mixed Marriage Policy, which allowed multiracial couples and individuals to return to their homes on the West Coast and avoid incarceration. -
2:45 PM Session 208 | Fred Korematsu and His Fight for Justice
Friday, Nov. 8, 2019 1:30 PM – 2:45 PM Session 208 | Fred Korematsu and His Fight for Justice: A Panel Discussion Over seventy-five years ago, on February 19, 1942, President Franklin D. Roosevelt issued Executive Order 9066, uprooting some 120,000 Japanese-Americans -- two-thirds of them American citizens -- from their homes on the West Coast and forcing them into concentration camps. Although the rest of his family reported as ordered, Fred Korematsu refused to go. He was arrested, and convicted of violating the Executive Order and related military proclamations. He appealed his conviction first to the Ninth Circuit and then to the Supreme Court. The Supreme Court affirmed his conviction as well as the convictions of Minoru Yasui and Gordon Hirabayashi, upholding the Executive Order. In 1983, some forty years later, the federal court in San Francisco vacated Korematsu's conviction after evidence was uncovered showing that the government had suppressed evidence that undermined its assertions in the cases before the Supreme Court that the relocation and incarceration of Japanese Americans during World War II without individualized consideration of loyalty was a matter of military necessity. Fred Korematsu spent the rest of his life teaching the lessons of his case. As he put it, "No one should ever be locked away simply because they share the same race, ethnicity, or religion as a spy or terrorist." The reenactment performed during Friday’s plenary session tells the story of Fred Korematsu and his fight for justice through narration, reenactment of court proceedings, and historic documents and photographs. Included in the cast are several individuals who play themselves, as well as others who lived through the proceedings as coram nobis team members. -
The Everyday Heroes of World War II: Ordinary People Who Did Extraordinary Things
The Everyday Heroes of World War II: Ordinary People Who Did Extraordinary Things Dr. Lynn Chun Ink Go For Broke National Education Center 2015 1 I could have done no different. I would not have known how. --Elizabeth Humbargar, on helping Japanese Americans during the war years, The Stockton Record, 1978 2 Introduction The history of the Japanese community in the US during World War II is often retold against the backdrop of the battlefields of Europe and Asia, where Nisei soldiers fought fiercely to prove their loyalty as Americans, or from within the confines of the incarceration centers, where Nikkei families struggled to lead a life of normalcy after being forcibly removed from their West Coast homes. Yet not only are the Nikkei wartime experiences as varied and multifaceted as the thousands of people who endured them, but they also involved many other individuals who were not of Japanese descent, people who, like schoolteacher Elizabeth Humbargar, could do “no different” but join in the struggle. The Japanese community as a whole rallied together in support of one other. But there were also countless individuals outside of this tightly knit community who either on their own or within a group sought fair and just treatment for the Nikkei. They were everyday people—from ministers to teachers to farmers to teenagers—who often endured condemnation from others who viewed those of Japanese descent through eyes clouded by hatred, fear and suspicion. They were ordinary people who took extraordinary measures for people they viewed as their equals and more significantly, as their friends. -
Civil War to Civil Rights Commemoration
National Park Service U.S Department of the Interior Washington Support Office: Cultural Resources, Partnerships and Science Interpretation, Education and Volunteers Civil War to Civil Rights Commemoration Summary Report DEDICATION This report honors all those who suffered and died in this nation’s struggles for freedom and equality. It is also dedicated to our colleague, Tim Sinclair, who was taken from us too soon. Timothy D. Sinclair, Sr. (1974-2016) Chief of Interpretation Selma to Montgomery NHT Tuskegee Airmen NHS and Tuskegee Institute NHS You took us on a walk from Selma to Montgomery. To keep your vision and memory alive, “We’re still marching!” Silent sentinels stood watch for 22 hours to commemorate the 22 hours of combat that took place at Spotsylvania’s Bloody Angle. FREDERICKSBURG AND SPOTSYLVANIA NMP Cover Graphic: Courtesy of Chris Barr FOREWORD The Civil War to Civil Rights Commemoration has been quite a journey. Thanks to all of you who helped make it a meaningful and memorable one for our country. We hope our efforts have helped Americans understand the connection between these two epic periods of time as a continuous march toward freedom and equality for all–a march that continues still today. Along the way, perhaps the National Park Service learned something about itself, as well. When we first began planning for this commemorative journey, there were several Civil War parks that had difficultly acknowledging slavery as the cause of the war. Both Civil War sites and civil rights sites questioned whether a combined “Civil War to Civil Rights” Commemoration would water down and weaken each. -
Printable Newsletter
The AACP Newsletter Since 1970 Asian American Curriculum Project, Inc. February 2010 AsianAmericanBooks.com - The Most Complete Nonprofit-Source for Asian American Books An Interview with Lewis Kawahara On the College of San Mateo Asian Pacific American Film Festival Interviewed by Leonard D. Chan Lewis Kawahara is an instructor at the College of San Mateo and has given us ideas and suggestions on how to organize a film (CSM) and creator of the San Mateo Asian Pacific American Film festival event. Festival. The film festival will take place on Saturday, March 20, starting at 1pm for the afternoon matinee and 7pm for the feature It is my hope, in the future, that we can join forces with CAAM film portion of the program. because they have a great reputation with their film festival. This will be their 28th year of producing their film festival. The matinee is FREE for the public and the feature film viewing is $5 for general admission, $3 for students and seniors. Parking is Differences….CSM is offering a FREE afternoon matinee of FREE! California Civil Liberties Public Education Program's (CCLPEP) films. Go to the College of San Mateo website (collegeofsanmateo.edu) for more information. Similarities…."Colma: The Musical" premiered at the CAAM Film Festival as did there "sing-a-long" version which we will be Tell us about the San Mateo Asian Pacific American Film presenting. It's a sing-a-long - get your singing voices ready! Festival - why and how did you start it? I teach an Ethnic Studies course called "Ethnicity in Cinema" at Please tell us about the movies that will be shown at your CSM.