Artifact 3A Reflection Essay

The U.S. internment of people of Japanese descent during the 1940s was a major event in U.S. history, but it is often overlooked by many. It affected hundreds of thousands of people of Japanese descent, whether they were citizens or not. The incarceration of those placed in camps was affected mentally and it caused many of the internees to develop PTSD or otherwise commonly known as post-traumatic stress disorder (Potts, 1994, p. 1). The camps affected how the Japanese were viewed in society during the time period of the camps and following the liberation of them. It also changed how the Japanese viewed society. This paper will focus on the cultural and social aspects of the Internal Improvements.

The purpose of this paper is to discuss the internment of Japanese Americans on the West coast of the United States. On going tension between the United States and Japan rose in the 1930’s due to Japan’s increasing power and because of this tension the bombing at Pearl Harbor occurred. This event then led the United States to join World War II. However it was the Executive Order of 9066 that officially led to the internment of Japanese Americans. Japanese Americans, some legal and illegal residents, were moved into internment camps between 1942-1946. The internment of Japanese Americans affected not only these citizens but the

Roger Daniels’ book Prisoners without Trial is another book that describes the internment of Japanese-Americans during World War II. This piece discusses about the background that led up to the internment, the internment itself, and what happened afterwards. The internment and relocation of Japanese-Americans during World War II was an injustice prompted by political and racial motivations. The author’s purpose of this volume is to discuss the story in light of the redress and reparation legislation enacted in 1988. Even though Daniels gives first hand accounts of the internment of Japanese Americans in his book, the author is lacking adequate citations and provocative quotations. It’s

1942 In December of 1941, Japan brought the United States into World War II by bombing Pearl Harbor. In response, the American government quickly enacted a number of evacuation orders that sent those of Japanese heritage living in the United States to internment camps. Fear was officially in the states and separating ourselves from the Japanese was our militaries best solution. The precautions brought about by the American government in response to these attacks from Japan can be identified in the short story, “Evacuation Order No. 19”.

The main purpose of this exhibit is to inform the audience as to the injustices committed against Japanese Americans during World War II. The exhibit shows how the U.S. Constitution was ignored for a brief time of national crisis. Another purpose of "A More Perfect Union" is to celebrate the achievements of Japanese Americans. Despite the way they were treated and the conditions they lived in at the time, those living in the relocation centers lived nearly normal lives. They wrote books, painted pictures, attended school, played sports, and so on. Their achievements during wartime are also extensively depicted.

War can be loud and visible or quiet and remote. It affects the individual and entire societies, the soldier, and the civilian. Both U.S. prisoners of war in Japan and Japanese-American citizens in the United States during WWII undergo efforts to make them “invisible.” Laura Hillenbrand’s Unbroken hero, Louie Zamperini, like so many other POWs, is imprisoned, beaten, and denied basic human rights in POW camps throughout Japan. Miné Okubo, a U.S. citizen by birth, is removed from society and interned in a “protective custody” camp for Japanese-American citizens. She is one of the many Japanese-Americans who were interned for the duration of the war. Louie Zamperini, as a POW in Japan, and Miné Okubo, as a Japanese-American Internee both experience efforts to make them “invisible” through dehumanization and isolation in the camps of WWII, and both resist these efforts.

The issues of Japanese-American internment camps is one of the most controversial, yet important time periods of American history. Many have asked: Why should we learn about this event? The event of Japanese-American internment camps has changed the way America and its citizens are looked upon. As Americans, this event is important to learn so that an injustice like this will never happen again in our history. This event has helped many people gain more rights and civil liberties. This event has also helped other groups fight for their rights and freedoms. Although this event had caused fear and pain, it had changed America and its treatment toward citizens of different descents and ethic backgrounds.

As we, Americans, look back on our country’s history, there are many proud moments, but there are other moments that we can all admit are a bit shameful. One of these shameful moments in American history is the Japanese internment during World War II. This time in history can be revisited in Toyo Suyemoto’s memoir, I Call to Remembrance of her and her family’s time in an internment camp during the war. She writes of the feeling of distrust the majority of the country felt towards the Japanese prior to being relocated, the process her and so many others went through to be relocated, as well as life in the camps. Suyemoto had a deep interest in poetry from very early in her life, and

officials eventually began to recruit these internees into the American army. Not only was WWII a war about political alliances and geographical sovereignty, but it was also a war about race and racial superiority throughout the world. Propagating this idea, Dower (1986) argues, “World War Two contributed immeasurably not only to a sharpened awareness of racism within the United States, but also to more radical demands and militant tactics on the part of the victims of discrimination” (War Without Mercy: p.5). In elucidating the racial motivations and fallout from WWII, Dower helps one realize the critical role that race and racial politics played during the war and are still at play in our contemporary world. An analysis of this internment process reveals how the ultimate goal of the U.S. internment of Japanese Americans and the United States’ subsequent occupation of Japan was to essentially “brainwash” the Japanese race into demonstrating allegiance to America.

5. Relate to students of the same age by interpreting the emotions expressed by seventh graders sent to Japanese Internment Camps

The move to the internment camps was a difficult journey for many Japanese-Americans. Many of them were taken from their homes and were allowed only to bring a few belongings. Okubo colorfully illustrates the dramatic adjustment of lifestyle that Japanese-Americans had to make during the war. Authentic sketches accompany each description of the conditions that were faced and hardships that were overcome. The illustrations were drawn at the time each event described throughout the story took place. Each hand drawn picture seems to freeze time, capturing the feelings and intense anxiety many felt during the war. The pictures assist the author's first person narration and assist the reader in creating an accurate

Mary Matsuda Gruenewald, Looking Like the Enemy: My Story of Imprisonment in Japanese American Internment Camps

The Japanese American National Museum is located in the heart of Little Tokyo, surrounded by many ramen diners, mini malls, and japanese boutiques. The museum opens up chronologically, starting off by displaying the migration of the Japanese with their aspirations to start a new life in America. After many displays of progress and struggles, the bombing of Pearl Harbor resulted in Japanese evacuation and eventually the internment of the Japanese as the United States entered World War Two. After many emotional and disheartening displays of life in the internment camps came the reparations and apologies from the American Government. In the last gallery there was pictures and displays of the modern era Japanese arts and culture.

The United States of America a nation known for allowing freedom, equality, justice, and most of all a chance for immigrants to attain the American dream. However, that “America” was hardly recognizable during the 1940’s when President Franklin Roosevelt issued Executive Order 9066, ordering 120,000 Japanese Americans to be relocated to internment camps. As for the aftermath, little is known beyond the historical documents and stories from those affected. Through John Okada’s novel, No-No Boy, a closer picture of the aftermath of the internment is shown through the events of the protagonist, Ichiro. It provides a more human perspective that is filled with emotions and connections that are unattainable from an ordinary historical document.

“American History Course II will guide students from the late nineteenth century time period through the early 21st century…. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. ” This 5 day unit plan focuses on the people and events leading up to the Internment of over 120,000 people (mostly U.S. citizens) of Japanese ancestry in the United States of America during World War II. This unit plan will follow the unit about America’s pre-war efforts and entry into WWII and it will precede the unit covering the Civil Rights Movement. This unit plan adheres to the North Carolina standards of Curriculum for American History Course II. The United States’ National Archive meticulous digitizing of their primary source documents offers a unique opportunity for students to learn firsthand how to differentiate historical facts from historical interpretations. This hands on approach to history emphasizes the significance of individuals’ relationship in the process of historical discourse. Students will learn where and how to obtain historical data from a variety of sources, one of North Carolina’s essential standards’ objectives In American History II. Bruce Lesh expects students, “to gain confidence in their abilities to interpret historical sources, address the commonalities