Historical Question:
Did racism play a role in the decision to relocate Japanese Americans after the bombing of Pearl Harbor during World War II?

Author: Debra Masliuk

School: Central Ave. School

District: Naugatuck

Overview:

During 1942, The United States Government asked people of Japanese ancestry living on the west coast of the country, to leave their homes and businesses and move to relocation centers in California, Arizona, Washington state, and Oregon. The US government felt that in order to ensure the safety of the Pacific Coast from an attack by Japan, 110,000 American born and alien Japanese residents must be removed from the area and placed into 10 internment camps. Their loyalty to the United States was in question.

Document Summary:

Document1 is a political cartoon drawn by Dr. Seuss. It is one of many cartoons depicting people of Japanese decent as evil characters. The man portrayed in the picture was meant to dehumanize the Japanese people by characterizing them all as having the same nose, glasses, and slanted eyes as Emperor Hirohito. These cartoons spread hatred and racism and allowed Americans to accept the idea that the Japanese people deserved to live in the internment camps,

Document 2 is a presidential letter of apology from President Bill Clinton to Japanese Americans who were interned and consequently lost their homes and livelihoods. The President cites the Civil Liberties Act of 1988 which recognized the injustice done to those who were evacuated and interned. The letter clearly apologizes for the racial prejudice and wartime hysteria of this nation.

Document 3is a letter written to the Saturday Evening Post by Claire Sprague who was a teacher who worked with Japanese children during their relocation in Stockton, California. The letter contains many stereotypical views of the Japanese people and their customs. It can be used to prove both viewpoints. The author also insinuates that the relocation “centers” are an improvement from the way that the Japanese have been used to living.

Document 4 isExecutive order 9066 authorizing the Secretary of War to prescribe military areas in order to protect the nation from possible espionage which would sabotage our national defense systems. President Roosevelt’s reasoning for this Executive order was to protect the country from an unforeseen enemy. His reasons would not seem to be racially motivated, at the time.

Document 5is an editorial to The San Francisco News dated 8-15-1942. The editorial tries to explain that by evacuating the Japanese, we are doing them a service and protecting them from angry Americans who may do them harm. The author believes that by going with the Army peacefully to the camps, the Japanese would be demonstrating their loyalty to the United States. This document may also show the opposing viewpoint by some of the terms used such as “enemy race”, “saboteurs”, and “bloody race riots”.

Document 6 is a political cartoon showing the Japanese being escorted to the camps for the humanitarian reasons of keeping them safe and out of harm’s way. What were the motivating reasons? Were we protecting the Japanese Americans and aliens from harm or were we keeping the Japanese away from the military zone, to keep the pacific coast safe (out of harm’s way) from possible sabotage?

Procedure (80 minutes):

  1. Introduction of lesson, objectives, overview of SAC procedure (15 minutes)
  1. SAC group assignments (30 minutes)
  2. Assign groups of four and assign arguments to each team of two.
  3. In each group, teams read and examine the Document Packet
  4. Each student completes the Preparation part of the Capture Sheet (#2), and works with their partner to prepare their argument using supporting evidence.
  5. Students should summarize your argument in #3.
  1. Position Presentation (10 minutes)
  2. Team 1 presents their position using supporting evidence recorded and summarized on the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 2 records Team 1’s argument in #4.
  3. Team 2 restates Team 1’s position to their satisfaction.
  4. Team 2 asks clarifying questions and records Team 1’s answers.
  5. Team 2 presents their position using supporting evidence recorded and summarized on the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 1 records Team 2’s argument in #4.
  6. Team 1 restates Team 2’s position to their satisfaction.
  7. Team 1 asks clarifying questions and records Team 2’s answers.
  1. Consensus Building (10 minutes)
  2. Team 1 and 2 put their roles aside.
  3. Teams discuss ideas that have been presented, and figure out where they can agree or where they have differences about the historical question
  1. Closing the lesson (15 minutes)
  2. Whole-group Discussion
  3. Make connection to unit
  4. Assessment (suggested writing activity addressing the question)

DOCUMENT PACKET

Document 1

During World War II many political cartoons were published depicting the Japanese, and Hitler (Germans) as evil. This cartoon was created by the beloved Theodore Geisel or Dr. Seuss.


Vocabulary
Sneer-a facial expression of scorn or hostility in which the upper lip may be raised
War bonds- a certificate issued by a government with a promise to repay it.
Source: “The Political Dr. Seuss.” Springfield Library and Museums Association.

Document 2

In 1988, the Congress enacted the Civil Liberties Act. It acknowledged the violations of basic civil rights that those of Japanese ancestry suffered during the relocation and internment of civilians during WWII. This is a letter of apology written by President Bill Clinton.

October 1, 1993
Over fifty years ago, the United States Government unjustly interned, evacuated, or relocated you and many other Japanese Americans. Today, on behalf of your fellow Americans, I offer a sincere apology to you for the actions that unfairly denied Japanese Americans and their families’ fundamental liberties during World War II.
In passing the Civil Liberties Act of 1988, we acknowledge the wrongs of the past and offered redressto those who endured such injustice. In retrospect, we understand that the nation’s actions were rooted deeply in racial prejudice, wartime hysteria, and a lack of political leadership. We must learn from the past and dedicate ourselves as a nation to renewing the spirit of equality and our love of freedom. Together, we can guarantee a future with liberty and justice for all. You and your family have my best wishes for the future.
Bill Clinton
Vocabulary
Fundamental-central, an important part of something
Redress-to make up for something
Retrospect-thinking about the past
Source:The Children of the Camps Project, 1999.

Document 3

On August 15, 1942, this letter of the week was published in The Saturday Evening Post written by Mrs. Claire Sprague of Stockton, CA. She was a teacher who worked with Japanese children during their relocation. The letter gives her views on how the children were fairing in the camps.

Dear Editor,
I am a teacher at French Camp School in San Joaquin County, California. I thought you might be interested in some of the things I have been hearing from former Japanese pupils of mine, who have been evacuated to various Assembly Centers throughout the states.
These places are run on a summer-camp basis. People live in barracks and eat in a giant mess hall. The canteens are in operation and coupon books are used to make purchases.
Each person has an individual bed-somewhat of a novelty to the children of the large Japanese families. The beds and bedding get an enthusiastic response from the Japanese boys, who write that they are sleeping on Army cots with Army blankets, just like the American soldiers!
However the biggest hit of the camps is the shower. A few children had trouble getting accustomed to shower baths, but all are impressed. Oriental-style family bathing in a large tub had been the vogue for these farm families.
As for my American pupils, I think they deserve the highest praise for their tolerance, under war conditions, of their Japanese classmates. Today they are spending all their spare time in the fields, doing their best to help salvage this year’s crops. And oddly enough, they have been using a small part of their earnings to send candy to their Japanese classmates at the Assembly Centers.
Yes! All this could only happen in America!
Mrs. Claire Sprague
1444N. Baker St.
Stockton, CA,
Vocabulary
Tolerance-acceptance
Salvage-to save
Source: University of the Pacific. Claire D. Sprague Collection,1942-1972.

Document 4

“The Best Way to Show Loyalty” was an editorial in The San Francesco News on March 6, 1942. Some citizen’s felt that removing the people of Japanese ancestry from the military zone on the west coast, would remove the temptation they might have to aid Japan during the war. They also needed to be protected from the general public, who may want to do them harm.

Japanese leaders in California who are counseling their people, both aliens and native born, to co-operate with the Army in carrying out the evacuation plans, are offering the best possible way for all Japanese to demonstrate their loyalty to the United States.
Many aliens and all native-born have been swearing their allegiance to this government. Although their removal to inland areas, outside the military zone, may inconvenience them somewhat, they must recognize the necessity of clearing the costal combat areas. The only course is to remove all persons of that race for the rest of the war.
This policy should be supported by all citizens, of every racial background. It especially presents an opportunity for the people of an enemy race to prove their spirit of co-operation and keep their relationships with the rest of the population of this country in friendship.
The transfer will be made with the least amount of hardship to these people. Their property will be carefully protected by the Federal Government, their food and shelter will be provided for them. They will be given entertainment and recreation.
Real danger would be present for all Japanese if they remain in the combat area. The most sensible thing to do is to keep the Japanese people safe from angry citizens and from possible race riots. They should stay in the camps until the danger is over. We need to keep them out of harm’sway.
Vocabulary
Allegiance-faithfulness
Source:Virtual Museum of the City of San Francesco.

Document 5

Executive Order 9066 was signed by President Franklin D. Roosevelt in February 1942. It authorized the Army to force everyone of Japanese heritage to leave the west coast of the United States. The reasons given for this order are to protect the country from espionage and preserve the national defense.

Executive Order No. 9066
Authorizing the Secretary of the War to Prescribe Military Areas
By the virtue of the authority vested in me as President of the United States, and commander in chief of the Army and Navy, I hereby authorize and direct the Secretary of War, to prescribe military areas where persons may be excluded to enter, remain in, or leave. Any person shall be subject to whatever restrictions the Secretary of War may impose at his discretion.
I hereby further authorize and direct all Executive Departments, independent businesses and other Federal Agencies, to assist the Secretary of War in carrying out this order, including the furnishing of medical aid, transportation, food, clothing, hospitalization, utilities, equipment, and shelter as may be necessary. The Secretary of War may enforce these restrictions with the use of Federal troops as deemed necessary.
Franklin D. Roosevelt
The White House
February 19, 1942
Vocabulary
Excluded-keep someone from participating
Restrictions-limits or controls
Source: From The U.S. Survey course on the Web

Document 6

“All Packed Up and Ready to Go” was a political cartoon published in The San Francisco News in March 1942, after Executive Order 9066. Many of the people of the U.S. were “anti-Japanese” after the bombing of Pearl Harbor, but not all of them felt that the internment camps were a fair way to treat American citizens, whatever their heritage may be.


Vocabulary
Military Zone- an area that is being protected by the armed forces.
Source: A political cartoon published in The San Francisco News on March 5,1942.

Some of the language and phrasing in these documents have been modified from the originals.

CAPTURE SHEET

Did racism play a role in the decision to relocate Japanese Americans after the bombing of Pearl Harbor during World War II?

Preparation:

  1. Highlight your assigned position.

Yes, racism did play a role in the decision to relocate Japanese Americans.

No, racism did not play a role in the decision to relocate Japanese Americans.

  1. Read through each document searching for support for your side’s argument. Use the documents to fill in the chart (Hint: Not all documents support your side, find those that do):

Document # / What is the main idea of this document? / What details support your position?
  1. Work with your partner to summarize your arguments for your position using the supporting documents you found above:

Position Presentation:

  1. You and your partner will present your position to your opposing group members. When you are done, you will then listen to your opponents’ position.

While you are listening to your opponents’ presentation, write down the main details that they present here:

Clarifying questions I have for the opposing partners:

How they answered the questions:

Consensus Building:

  1. Put your assigned roles aside. Where does your group stand on the question? Where does your group agree? Where does your group disagree? Your consensus answer does not have to be strictly yes, or no.

We agree:

We disagree:

Our final consensus: