West Coast Tensions: the Push for Internment in World War II
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The Dread Taboo, Human Sacrifice, and Pearl Harbor
The Dread Taboo, Human Sacrifice, and Pearl Harbor RDKHennan The word taboo, or tabu, is well known to everyone, but it is especially interesting that it is one of but two or possibly three words from the Polynesian language to have been adopted by the English-speaking world. While the original meaning of the taboo was "Sacred" or "Set apart," usage has given it a decidedly secular meaning, and it has become a part of everyday speech all over the world. In the Hawaiian lan guage the word is "kapu," and in Honolulu we often see a sign on a newly planted lawn or in a park that reads, not, "Keep off the Grass," but, "Kapu." And to understand the history and character of the Hawaiian people, and be able to interpret many things in our modern life in these islands, one must have some knowledge of the story of the taboo in Hawaii. ANTOINETTE WITHINGTON, "The Dread Taboo," in Hawaiian Tapestry Captain Cook's arrival in the Hawaiian Islands signaled more than just the arrival of western geographical and scientific order; it was the arrival of British social and political order, of British law and order as well. From Cook onward, westerners coming to the islands used their own social civil codes as a basis to judge, interpret, describe, and almost uniformly condemn Hawaiian social and civil codes. With this condemnation, west erners justified the imposition of their own order on the Hawaiians, lead ing to a justification of colonialism and the loss of land and power for the indigenous peoples. -
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. -
Three Views of the Attack on Pearl Harbor: Navy, Civilian, and Resident Perspectives
MARJORIE KELLY Three Views of the Attack on Pearl Harbor: Navy, Civilian, and Resident Perspectives POPULAR UNDERSTANDING of the attack on Pearl Harbor will undoubtedly be colored by the release of the $135 million epic Pearl Harbor, the fifth most expensive film in movie history. Described as "an adventure/romance in which everything blows up at the end," Disney's Touchstone Pictures recreated the December 7, 1941 Japa- nese attack on the U.S. Navy as its visual climax with an impressive array of special effects. During the film's production, Honolulu Star- Bulletin journalist Burl Burlingame was already at work enumerating the movie's technological inaccuracies and shortcomings.1 In a sec- ond article which focused on the film's portrayal of race, Burlingame noted that originally the producers, executives, and director of Pearl Harbor said they would spare no expense in accurately portraying the attack—even obtaining the approval of veterans groups. During the filming, however, producer Jerry Bruckheimer "waffled mightily on the subject of accuracy," recharacterizing his project as "gee-whiz-it's- just-entertainment."2 With the film's release on Memorial Day of 2001, a new generation's perception of the attack will likely forever be influenced by the images and impressions engendered by the film. Also influential, however, have been the two films used to orient the more than one million visitors a year to the USS Arizona Memo- rial, administered by the National Park Service (NPS) on the Pearl Marjorie Kelly is a cultural anthropologist whose research specialty is the representation of culture in museum and tourist settings. -
First Hand Accounts of December 7, 1941 in Pearl Harbor
First Hand Accounts of December 7, 1941 in Pearl Harbor William Brown East Carolina University Faculty Mentor: Wade Dudley East Carolina University ABSTRACT This project involves researching and writing a narrative combining the first-hand accounts of sail- ors in the United States Navy at Pearl Harbor, Hawaii on December 7, 1941. The goal of the project is to gather the personal accounts provided in oral histories and to synthesize those into a narrative describing the emotions of that morning. This has been accomplished by examining the oral histories provided by five men who graduated from the United States Naval Academy in 1941 and survived the Japanese attack. A sixth account is provided by Lt. Alexander B. Coxe, Jr., who was the executive officer aboard the U.S.S Breese. Each individual perspective provides a different angle to the horror that surrounded Pearl Harbor on December 7, 1941. The research highlights the raw emotions as the Japanese planes flew above and the destruction and death surrounding these men. n the morning of December 7, by documenting their memory of the at- O 1941, the naval and aerial forces of tack. Each of these men graduated from the Japanese Empire secretly attacked the the United States Naval Academy in 1941 United States Navy at the naval base of with the newly bestowed rank of Ensign, Pearl Harbor, Hawaii. For over two hours, except for Lt. Coxe. These men would two waves consisting of over three hundred begin their naval careers with the defin- Japanese aircraft destroyed the Pacific Fleet ing moment of Pearl Harbor. -
The USS Arizona Memorial
National Park Service Teaching with Historic Places U.S. Department of the Interior Remembering Pearl Harbor: The USS Arizona Memorial Remembering Pearl Harbor: The USS Arizona Memorial (National Park Service Photo by Jayme Pastoric) Today the battle-scarred, submerged remains of the battleship USS Arizona rest on the silt of Pearl Harbor, just as they settled on December 7, 1941. The ship was one of many casualties from the deadly attack by the Japanese on a quiet Sunday that President Franklin Roosevelt called "a date which will live in infamy." The Arizona's burning bridge and listing mast and superstructure were photographed in the aftermath of the Japanese attack, and news of her sinking was emblazoned on the front page of newspapers across the land. The photograph symbolized the destruction of the United States Pacific Fleet at Pearl Harbor and the start of a war that was to take many thousands of American lives. Indelibly impressed into the national memory, the image could be recalled by most Americans when they heard the battle cry, "Remember Pearl Harbor." More than a million people visit the USS Arizona Memorial each year. They file quietly through the building and toss flower wreaths and leis into the water. They watch the iridescent slick of oil that still leaks, a drop at a time, from ruptured bunkers after more than 50 years at the bottom of the sea, and they read the names of the dead carved in marble on the Memorial's walls. National Park Service Teaching with Historic Places U.S. Department of the Interior Remembering Pearl Harbor: The USS Arizona Memorial Document Contents National Curriculum Standards About This Lesson Getting Started: Inquiry Question Setting the Stage: Historical Context Locating the Site: Map 1. -
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. -
Blackface Behind Barbed Wire
Blackface Behind Barbed Wire Gender and Racial Triangulation in the Japanese American Internment Camps Emily Roxworthy THE CONFUSER: Come on, you can impersonate a Negro better than Al Jolson, just like you can impersonate a Jap better than Marlon Brando. [...] Half-Japanese and half-colored! Rare, extraordinary object! Like a Gauguin! — Velina Hasu Houston, Waiting for Tadashi ([2000] 2011:9) “Fifteen nights a year Cinderella steps into a pumpkin coach and becomes queen of Holiday Inn,” says Marjorie Reynolds as she applies burnt cork to her face [in the 1942 filmHoliday Inn]. The cinders transform her into royalty. — Michael Rogin, Blackface, White Noise (1996:183) During World War II, young Japanese American women performed in blackface behind barbed wire. The oppressive and insular conditions of incarceration and a political climate that was attacking the performers’ own racial status rendered these blackface performances somehow exceptional and even resistant. 2012 marked the 70th anniversary of the US government’s deci- sion to evacuate and intern nearly 120,000 Japanese Americans from the West Coast. The mass incarceration of Issei and Nisei in 1942 was justified by a US mindset that conflated every eth- nic Japanese face, regardless of citizenship status or national allegiance, with the “face of the TDR: The Drama Review 57:2 (T218) Summer 2013. ©2013 New York University and the Massachusetts Institute of Technology 123 Downloaded from http://www.mitpressjournals.org/doi/pdf/10.1162/DRAM_a_00264 by guest on 01 October 2021 enemy.”1 While this racist reading of the Japanese (American) face has been widely condemned in the intervening 70 years, the precarious semiotics of Japanese ethnicity are remarkably pres- ent for contemporary observers attempting to apprehend the relationship between a Japanese (American) face and blackface. -
Before Pearl Harbor 29
Part I Niseiand lssei Before PearlHarbor On Decemb er'7, 194L, Japan attacked and crippled the American fleet at Pearl Harbor. Ten weeks later, on February 19, 1942, President Roosevelt signed Executive Order 9066 under which the War De- partment excluded from the West Coast everyone of Japanese ances- try-both American citizens and their alien parents who, despite long residence in the United States, were barred by federal law from be- coming American citizens. Driven from their homes and farms and "relocation businesses, very few had any choice but to go to centers"- Spartan, barrack-like camps in the inhospitable deserts and mountains of the interior. * *There is a continuing controversy over the contention that the camps "concentration were camps" and that any other term is a euphemism. The "concentration government documents of the time frequently use the term camps," but after World War II, with full realization of the atrocities committed by the Nazis in the death camps of Europe, that phrase came to have a very different meaning. The American relocation centers were bleak and bare, and life in them had many hardships, but they were not extermination camps, nor did the American government embrace a policy of torture or liquidation of the "concentration To use the phrase camps summons up images ethnic Japanese. "relo- ,and ideas which are inaccurate and unfair. The Commission has used "relocation cation centers" and camps," the usual term used during the war, not to gloss over the hardships of the camps, but in an effort to {ind an historically fair and accurate phrase. -
U.S. Coast Guard at Pearl Harbor, December 7, 1941
U.S. COAST GUARD UNITS IN HAWAII December 7, 1941 Coast Guard vessels in service in Hawaii were the 327-foot cutter Taney, the 190-foot buoy tender Kukui, two 125- foot patrol craft: Reliance and Tiger, two 78-foot patrol boats and several smaller craft. At the time of the attack, Taney was tied up at Pier Six in Honolulu Harbor, Reliance and the unarmed Kukui both lay at Pier Four and Tiger was on patrol along the western shore of Oahu. All were performing the normal duties for a peacetime Sunday. USCGC Taney (WPG-37); Commanding Officer: Commander Louis B. Olson, USCG. Taney was homeported in Honolulu; 327-foot Secretary Class cutter; Commissioned in 1936; Armament: two 5-inch/51; four 3-inch/ 50s and .50 caliber machine guns. The 327-foot cutter Taney began working out of Honolulu in as soon as she was commissioned. On the morning of 7 December 1941, she was tied up at pier six in Honolulu Harbor six miles away from the naval anchorage. After the first Japanese craft appeared over the island, Taney's crew went to general quarters and made preparations to get underway. While observing the attack over Pearl Harbor, Taney received no orders to move and did not participate in the initial attack by the Japanese. Just after 09:00, when the second wave of planes began their attack on the naval anchorage, Taney fired on high altitude enemy aircraft with her 3-inch guns and .50 caliber machine guns. The extreme range of the planes limited the effect of the fire and the guns were secured after twenty minutes. -
Consequences of the Attack on Pearl Harbor from Wikipedia, the Free Encyclopedia Jump to Navigationjump to Search
Consequences of the attack on Pearl Harbor From Wikipedia, the free encyclopedia Jump to navigationJump to search Hideki Tojo, Japanese Prime Minister at the time of the attack Japan's attack on Pearl Harbor took place on December 7, 1941. The U.S. military suffered 18 ships damaged or sunk, and 2,400 people were killed. Its most significant consequence was the entrance of the United States into World War II. The US had previously been neutral but subsequently entered the Pacific War, the Battle of the Atlantic and the European theatre of war. Following the attack, the US interned 120,000 Japanese Americans, 11,000 German Americans, and 3,000 Italian Americans. Contents 1American public opinion prior to the attack 2American response 3Japanese views 4Germany and Italy declare war 5British reaction 6Canadian response 7Investigations and blame 8Rise of anti-Japanese sentiment and historical significance 9Perception of the attack today o 9.1Revisionism controversies 10Analysis o 10.1Tactical implications . 10.1.1Battleships . 10.1.2Carriers . 10.1.3Shore installations . 10.1.4Charts o 10.2Strategic implications 11See also 12Notes 13External links American public opinion prior to the attack[edit] From the outbreak of World War II on September 1, 1939 to December 8, 1941, the United States was officially neutral, as it was bound by the Neutrality Acts not to get involved in the conflicts raging in Europe and Asia. Prior to the attack on Pearl Harbor, public opinion in the United States had not been unanimous. When polled in January -
World War Ii Internment Camp Survivors
WORLD WAR II INTERNMENT CAMP SURVIVORS: THE STORIES AND LIFE EXPERIENCES OF JAPANESE AMERICAN WOMEN Precious Vida Yamaguchi A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2010 Committee: Radhika Gajjala, Ph.D., Advisor Sherlon Pack-Brown, Ph.D. Graduate Faculty Representative Lynda D. Dixon, Ph.D. Lousia Ha, Ph.D. Ellen Gorsevski, Ph.D. © 2010 Precious Vida Yamaguchi All Rights Reserved iii ABSTRACT Radhika Gajjala, Advisor On February 19, 1942, President Franklin D. Roosevelt’s Executive Order 9066 required all people of Japanese ancestry in America (one-eighth of Japanese blood or more), living on the west coast to be relocated into internment camps. Over 120,000 people were forced to leave their homes, businesses, and all their belongings except for one suitcase and were placed in barbed-wire internment camps patrolled by armed police. This study looks at narratives, stories, and experiences of Japanese American women who experienced the World War II internment camps through an anti-colonial theoretical framework and ethnographic methods. The use of ethnographic methods and interviews with the generation of Japanese American women who experienced part of their lives in the United State World War II internment camps explores how it affected their lives during and after World War II. The researcher of this study hopes to learn how Japanese American women reflect upon and describe their lives before, during, and after the internment camps, document the narratives of the Japanese American women who were imprisoned in the internment camps, and research how their experiences have been told to their children and grandchildren. -
Crystal City Family Internment Camp Brochure
CRYSTAL CITY FAMILY INTERNMENT CAMP Enemy Alien Internment in Texas CRYSTAL CITY FAMILY during World War II INTERNMENT CAMP Enemy Alien Internment in Texas Acknowledgements during World War II The Texas Historical Commission (THC) would like to thank the City of Crystal City, the Crystal City Independent School District, former Japanese, German, and Italian American and Latin American internees and their families and friends, as well as a host of historians who have helped with the preparation of this project. For more information on how to support the THC’s military history program, visit thcfriends.org/donate. This project is assisted by a grant from the Department of the Interior, National Park Service, Japanese American Confinement Sites Grant Program. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the THC and do not necessarily reflect the views of the Department of the Interior. TEXAS HISTORICAL COMMISSION 08/20 “Inevitably, war creates situations which Americans would not countenance in times of peace, such as the internment of men and women who were considered potentially dangerous to America’s national security.” —INS, Department of Justice, 1946 Report Shocked by the December 7, 1941, Empire came from United States Code, Title 50, Section 21, of Japan attack on Pearl Harbor, Hawaii that Restraint, Regulation, and Removal, which allowed propelled the United States into World War II, one for the arrest and detention of Enemy Aliens during government response to the war was the incarceration war. President Franklin D. Roosevelt’s Proclamation of thousands No. 2525 on December 7, 1941 and Proclamations No.