Saturday, February 21, 2009
NJCCS: Social Studies and Language Arts
Social Studies Standards
6.1.12.A – Social Studies Skills
2. Formulate questions and hypotheses from multiple perspectives, using multiple sources.
3. Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.
4. Examine source data within historical, social, political, geographic or economic context in which it was created, testing credibility and evaluating bias.
6.2.12.A – Civic Life, Politics, and Government
3. Analyze how individual responsibility and commitment to law are related to the stability of American society.
6.4.12.J – The Great Depression and World War II (1929-1945)
5. Compare and contrast key events and people involved with the causes, course, and consequences of World War II.
Language Arts Standards
3.1.12.A – Reading
2. Identify interrelationships between and among ideas and concepts within a text, such as cause and effect relationships.
3.1.12.D – Fluency
3. Read a variety of genres and types of texts with fluency and comprehension.
6.1.12.A – Social Studies Skills
2. Formulate questions and hypotheses from multiple perspectives, using multiple sources.
3. Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.
4. Examine source data within historical, social, political, geographic or economic context in which it was created, testing credibility and evaluating bias.
6.2.12.A – Civic Life, Politics, and Government
3. Analyze how individual responsibility and commitment to law are related to the stability of American society.
6.4.12.J – The Great Depression and World War II (1929-1945)
5. Compare and contrast key events and people involved with the causes, course, and consequences of World War II.
Language Arts Standards
3.1.12.A – Reading
2. Identify interrelationships between and among ideas and concepts within a text, such as cause and effect relationships.
3.1.12.D – Fluency
3. Read a variety of genres and types of texts with fluency and comprehension.
ESSENTIAL QUESTIONS:
1. Are all actions of the U.S. government justified during times of conflict or war?
2. If a U.S. government action violates our Constitution what is the citizen’s civic duty?
3. To what extent did racism and prejudice influence government policy and non-impacted citizen support?
2. If a U.S. government action violates our Constitution what is the citizen’s civic duty?
3. To what extent did racism and prejudice influence government policy and non-impacted citizen support?
OVERVIEW OF PRIMARY SOURCE LESSON
UNIT: WORLD WAR II
WEEK TWO: U.S. CITIZEN CIVILIAN INCARCERATIONS:
Overview of Primary Source Lesson 1: The Executive Order and Relocation
This lesson which will utilize primary source (PS) documents is one lesson contained in a larger Learning Unit on World War II. The Full Learning Unit will focus on two essential questions:
1) What was the basis of a conflict that was so deep and vast that it brought the entire world on every major Continent into war?
2) What were the reasons that the conflict of WWII resulted in the massive amount of deaths with over 50 million humans losing their lives?
The causal lenses that I as the teacher will present for us together (student and teacher) to co-investigate will be those of economics and racism/prejudice. In the first week, we will co-investigate what conflict means on an individual, national, and world basis. Then the class will analyze the economic causes of WWII especially looking at Germany, Poland and Japan. The week will end with a learning lesson and investigation of a current world conflict – the Iraq War - and its potential economic causes.
Building on the first week’s learning, especially in light of the discussions of the Germany/Poland conflict, the second week will focus on the reality that strife or fear, resulting from economic hardship, can unleash and escalate racism and prejudice within countries and world regions. In this second week of the Unit, students and I will co-investigate the Incarceration of Japanese American Citizens after the attack on Pearl Harbor, particularly investigating the role that economics and racism and prejudice may have played in this governmental action. This first lesson on Japanese Incarceration, The Executive Order and Relocation, presented here in summary format, will be the first of five lessons on the topic of Japanese Incarceration. The essential questions for this PS Learning Lesson will be:
1. Are all actions of the U.S. government justified during times of conflict or war?
2. If a U.S. government action violates our Constitution what is the citizen’s civic duty?
3. To what extent did racism and prejudice influence government policy and non- impacted citizen support of the incarceration of fellow U.S. citizens?
An anticipatory student activity will begin the lesson with students divided into four groups with the assigned task of creating a TAG for one of four Incarceration Centers (Manzanar, Tule, Poston and Gila). Students may or may not have prior knowledge of the Japanese Incarceration of Japanese American citizens and may or may not know the names of the Incarceration Centers. It is hoped that their interest will be stimulated by the unknown names and the fun of creating a form of current adolescent art – Tagging. The names of the Incarcerations centers will be discussed as the teacher gathers the class attention for the brief opening input session on the topic of Incarceration and the existence of the Camps.
The first phase of the Incarceration was enacted through governmental communications that initiated the policy of relocation of Japanese Americans. President Roosevelt’s Executive Order 9066 will be identified as the lessons First Order PS document. Based on Think Aloud strategies in Martin & Wineberg (2008) and student activity tools presented in Drake & Brown (2003), the Executive Order PS will be presented through a teacher modeling of a Think Aloud Historical Analysis of the document’s content and context. This activity will include time for student questions about how to do a “historical think aloud” and will be followed by a small group task (4 groups) to complete the Primary Source Analysis Guide to Historical Thinking adapted from Drake & Brown (2003). The final activity for this document will be a group report back of historical findings as guided by the PS Analysis Guide.
At this point students in four groups will be invited to read, review and analyze one of four Second Order PS documents: 1) General DeWitt’s Civilian Order 92 which was primarily issued to Japanese Americans living in the Northern California region of the United States. 2) U.S. Attorney Francis Biddle’s memos to President Roosevelt issuing his findings for the legality of the Incarcerations. 3) Two photos one of Japanese American women in a 4th of July parade prior to Incarceration and the second of a Japanese American man being arrested by police and military officials. 4) A personal account of a Japanese American boy witnessing his father’s arrest from their home by the FBI. Each group will complete one PS Analysis Guide either for printed or image documents. This group work will be facilitated by active engagement of the teacher as a circulating reference guide and facilitator. A group report out and a check in regarding the Lesson's 3 Essential Questions will complete the in class lesson time.
A student assessment activity will be assigned for homework. The assignment will allow students to choose one of the following Third Order documents:
1. Echoes of Pearl Harbor in Seattle, from Nisei Daughter by Monica Sone a first hand account of preparing for incarceration.
2. Two pictures of young Japanese American girls saying the Pledge of Allegiance and one of a young Japanese American girl being fingerprinted at one of the Incarceration Centers.
3. An editorial entitled “The Best Way to Show Loyalty” from the San Francisco News dated March 6, 1942 stating that if Japanese Americans were patriotic they would willingly assent to Incarceration.
After their choice students will complete a Think Aloud of the printed document or image in front of their parent(s). They will ask their parent(s) to take notes during their Think Aloud and they will have four short questions to answer related to their Think Aloud experience. The following day in class, students and teacher will debrief the Assessment Activity, revisit the Lesson's 3 Essential Questions and gain feedback from students related to their learning and interest for further research on any of the documents presented in Lesson 1.
WEEK TWO: U.S. CITIZEN CIVILIAN INCARCERATIONS:
Overview of Primary Source Lesson 1: The Executive Order and Relocation
This lesson which will utilize primary source (PS) documents is one lesson contained in a larger Learning Unit on World War II. The Full Learning Unit will focus on two essential questions:
1) What was the basis of a conflict that was so deep and vast that it brought the entire world on every major Continent into war?
2) What were the reasons that the conflict of WWII resulted in the massive amount of deaths with over 50 million humans losing their lives?
The causal lenses that I as the teacher will present for us together (student and teacher) to co-investigate will be those of economics and racism/prejudice. In the first week, we will co-investigate what conflict means on an individual, national, and world basis. Then the class will analyze the economic causes of WWII especially looking at Germany, Poland and Japan. The week will end with a learning lesson and investigation of a current world conflict – the Iraq War - and its potential economic causes.
Building on the first week’s learning, especially in light of the discussions of the Germany/Poland conflict, the second week will focus on the reality that strife or fear, resulting from economic hardship, can unleash and escalate racism and prejudice within countries and world regions. In this second week of the Unit, students and I will co-investigate the Incarceration of Japanese American Citizens after the attack on Pearl Harbor, particularly investigating the role that economics and racism and prejudice may have played in this governmental action. This first lesson on Japanese Incarceration, The Executive Order and Relocation, presented here in summary format, will be the first of five lessons on the topic of Japanese Incarceration. The essential questions for this PS Learning Lesson will be:
1. Are all actions of the U.S. government justified during times of conflict or war?
2. If a U.S. government action violates our Constitution what is the citizen’s civic duty?
3. To what extent did racism and prejudice influence government policy and non- impacted citizen support of the incarceration of fellow U.S. citizens?
An anticipatory student activity will begin the lesson with students divided into four groups with the assigned task of creating a TAG for one of four Incarceration Centers (Manzanar, Tule, Poston and Gila). Students may or may not have prior knowledge of the Japanese Incarceration of Japanese American citizens and may or may not know the names of the Incarceration Centers. It is hoped that their interest will be stimulated by the unknown names and the fun of creating a form of current adolescent art – Tagging. The names of the Incarcerations centers will be discussed as the teacher gathers the class attention for the brief opening input session on the topic of Incarceration and the existence of the Camps.
The first phase of the Incarceration was enacted through governmental communications that initiated the policy of relocation of Japanese Americans. President Roosevelt’s Executive Order 9066 will be identified as the lessons First Order PS document. Based on Think Aloud strategies in Martin & Wineberg (2008) and student activity tools presented in Drake & Brown (2003), the Executive Order PS will be presented through a teacher modeling of a Think Aloud Historical Analysis of the document’s content and context. This activity will include time for student questions about how to do a “historical think aloud” and will be followed by a small group task (4 groups) to complete the Primary Source Analysis Guide to Historical Thinking adapted from Drake & Brown (2003). The final activity for this document will be a group report back of historical findings as guided by the PS Analysis Guide.
At this point students in four groups will be invited to read, review and analyze one of four Second Order PS documents: 1) General DeWitt’s Civilian Order 92 which was primarily issued to Japanese Americans living in the Northern California region of the United States. 2) U.S. Attorney Francis Biddle’s memos to President Roosevelt issuing his findings for the legality of the Incarcerations. 3) Two photos one of Japanese American women in a 4th of July parade prior to Incarceration and the second of a Japanese American man being arrested by police and military officials. 4) A personal account of a Japanese American boy witnessing his father’s arrest from their home by the FBI. Each group will complete one PS Analysis Guide either for printed or image documents. This group work will be facilitated by active engagement of the teacher as a circulating reference guide and facilitator. A group report out and a check in regarding the Lesson's 3 Essential Questions will complete the in class lesson time.
A student assessment activity will be assigned for homework. The assignment will allow students to choose one of the following Third Order documents:
1. Echoes of Pearl Harbor in Seattle, from Nisei Daughter by Monica Sone a first hand account of preparing for incarceration.
2. Two pictures of young Japanese American girls saying the Pledge of Allegiance and one of a young Japanese American girl being fingerprinted at one of the Incarceration Centers.
3. An editorial entitled “The Best Way to Show Loyalty” from the San Francisco News dated March 6, 1942 stating that if Japanese Americans were patriotic they would willingly assent to Incarceration.
After their choice students will complete a Think Aloud of the printed document or image in front of their parent(s). They will ask their parent(s) to take notes during their Think Aloud and they will have four short questions to answer related to their Think Aloud experience. The following day in class, students and teacher will debrief the Assessment Activity, revisit the Lesson's 3 Essential Questions and gain feedback from students related to their learning and interest for further research on any of the documents presented in Lesson 1.
STUDENT ANTICIPATION ACTIVITY:
STUDENT ANTICIPATION ACTIVITY:
Assigned Groups to create a TAG Signature Poster for the following names:
1. Manzanar
2. Tule
3. Poston
4. Gila
Assigned Groups to create a TAG Signature Poster for the following names:
1. Manzanar
2. Tule
3. Poston
4. Gila
PRIMARY SOURCE: First Order Document:
Transcript of Executive Order 9066: Resulting in the Relocation of Japanese (1942)
Executive Order No. 9066
The President
Executive Order
Authorizing the Secretary of War to Prescribe Military Areas
Whereas the successful prosecution of the war requires every possible protection against espionage and against sabotage to national-defense material, national-defense premises, and national-defense utilities as defined in Section 4, Act of April 20, 1918, 40 Stat. 533, as amended by the Act of November 30, 1940, 54 Stat. 1220, and the Act of August 21, 1941, 55 Stat. 655 (U.S.C., Title 50, Sec. 104);
Now, therefore, by 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, and the Military Commanders whom he may from time to time designate, whenever he or any designated Commander deems such action necessary or desirable, to prescribe military areas in such places and of such extent as he or the appropriate Military Commander may determine, from which any or all persons may be excluded, and with respect to which, the right of any person to enter, remain in, or leave shall be subject to whatever restrictions the Secretary of War or the appropriate Military Commander may impose in his discretion. The Secretary of War is hereby authorized to provide for residents of any such area who are excluded therefrom, such transportation, food, shelter, and other accommodations as may be necessary, in the judgment of the Secretary of War or the said Military Commander, and until other arrangements are made, to accomplish the purpose of this order. The designation of military areas in any region or locality shall supersede designations of prohibited and restricted areas by the Attorney General under the Proclamations of December 7 and 8, 1941, and shall supersede the responsibility and authority of the Attorney General under the said Proclamations in respect of such prohibited and restricted areas.
I hereby further authorize and direct the Secretary of War and the said Military Commanders to take such other steps as he or the appropriate Military Commander may deem advisable to enforce compliance with the restrictions applicable to each Military area hereinabove authorized to be designated, including the use of Federal troops and other Federal Agencies, with authority to accept assistance of state and local agencies.
I hereby further authorize and direct all Executive Departments, independent establishments and other Federal Agencies, to assist the Secretary of War or the said Military Commanders in carrying out this Executive Order, including the furnishing of medical aid, hospitalization, food, clothing, transportation, use of land, shelter, and other supplies, equipment, utilities, facilities, and services.
This order shall not be construed as modifying or limiting in any way the authority heretofore granted under Executive Order No. 8972, dated December 12, 1941, nor shall it be construed as limiting or modifying the duty and responsibility of the Federal Bureau of Investigation, with respect to the investigation of alleged acts of sabotage or the duty and responsibility of the Attorney General and the Department of Justice under the Proclamations of December 7 and 8, 1941, prescribing regulations for the conduct and control of alien enemies, except as such duty and responsibility is superseded by the designation of military areas hereunder.
Franklin D. Roosevelt
The White House,
February 19, 1942.
Transcription courtesy of the History Matters project.
STUDENT ACTIVITIES 1-4
STUDENT ACTIVITY 1:
A. Teacher Introduces Lesson Topic and identifies students prior knowledge and clarifies that the names used in the TAGGING Anticipation Activity are names of Incarceration Centers for Japanese Americans during WWII.
B. Teacher and Students discuss Lesson's 3 Essential Questions to identify a baseline for Student perceptions, understandings and opinions related to governmental actions, civic responsibility and potential of racism or prejuidice in the historical event of Incarceration of Japanese Americans.
STUDENT ACTIVITY 2:
Students scan and underline EO 9066 for any specific ethnic, cultural or racial language.
STUDENT ACTIVITY 3:
Students observe and listen to teacher model a Think Aloud of EO 9066 formulating their individual questions or need for clarifications about the document.
STUDENT ACTIVITY 4:
With the teacher modeling the full class completes the following Primary Source Analysis Guide for EO 9066
Primary Source Analysis Guide to Historical Thinking
(PRINT DOCUMENT) Adapted from Drake & Brown (2003)
Identify the Document
Author or Source:
Title:
Date:
Type of Document:
Analyze the Document
Main Idea of the Document:
Relationship to Content of Other Documents (1st, 2nd or 3rd):
Preceding Conditions that Motivated Author:
Intended Audience and Purpose:
Biases of Author:
Questions to Ask the Author:
Historical Context
Local/Regional Relevant People, Events, Ideas of the Time:
National People, Events, Ideas of the Time:
World People, Events Ideas of the Time:
Conclusions about Local, National, World at Time:
Historical Habit of Mind and Vital Theme and Narrative
Identify Habit of Mind:
Suspend Judgments / Not apply the Present / Empathy / Historical Imagination
The way you used Historical Habit of Mind to Analyze Document:
Identify Vital Theme and Narrative:
Evidence the Document Represents Theme and Narrative:
Evidence the Document Relates to Other Documents through this Theme and Narrative:
Relationship to Other Aspects of Social Studies: Circle All That Apply
Geography Civics Economics Religion Political Science Social Culture
Evidence from Document to support your choices:
A. Teacher Introduces Lesson Topic and identifies students prior knowledge and clarifies that the names used in the TAGGING Anticipation Activity are names of Incarceration Centers for Japanese Americans during WWII.
B. Teacher and Students discuss Lesson's 3 Essential Questions to identify a baseline for Student perceptions, understandings and opinions related to governmental actions, civic responsibility and potential of racism or prejuidice in the historical event of Incarceration of Japanese Americans.
STUDENT ACTIVITY 2:
Students scan and underline EO 9066 for any specific ethnic, cultural or racial language.
STUDENT ACTIVITY 3:
Students observe and listen to teacher model a Think Aloud of EO 9066 formulating their individual questions or need for clarifications about the document.
STUDENT ACTIVITY 4:
With the teacher modeling the full class completes the following Primary Source Analysis Guide for EO 9066
Primary Source Analysis Guide to Historical Thinking
(PRINT DOCUMENT) Adapted from Drake & Brown (2003)
Identify the Document
Author or Source:
Title:
Date:
Type of Document:
Analyze the Document
Main Idea of the Document:
Relationship to Content of Other Documents (1st, 2nd or 3rd):
Preceding Conditions that Motivated Author:
Intended Audience and Purpose:
Biases of Author:
Questions to Ask the Author:
Historical Context
Local/Regional Relevant People, Events, Ideas of the Time:
National People, Events, Ideas of the Time:
World People, Events Ideas of the Time:
Conclusions about Local, National, World at Time:
Historical Habit of Mind and Vital Theme and Narrative
Identify Habit of Mind:
Suspend Judgments / Not apply the Present / Empathy / Historical Imagination
The way you used Historical Habit of Mind to Analyze Document:
Identify Vital Theme and Narrative:
Evidence the Document Represents Theme and Narrative:
Evidence the Document Relates to Other Documents through this Theme and Narrative:
Relationship to Other Aspects of Social Studies: Circle All That Apply
Geography Civics Economics Religion Political Science Social Culture
Evidence from Document to support your choices:
PRIMARY SOURCE: Second Order Documents:
1. Pictures: Girls Pledging Allegiance and Young Girl Being Fingerprinted
RT: I didn't realize the enormity until much later, but I soon found out what it meant for all of us because they came for my dad that night, early in the morning of December 8th. And...AI: What happened?RT: They picked him up. Well, I was sleeping in a bedroom on the main floor, which was fairly close to my folks' room; in other words, not quite adjacent. But I was awakened by this commotion. ... Oh, my, my mother. I told you she's very outspoken. And she is the one that I heard. I did not hear my father say anything, but my mother went on a rampage. I mean, she didn't care if they were FBI men or not, and she was proclaiming to them that she was "an American citizen," and she "had the rights of an American citizen, and how dare they come breaking into my house." [Laughs] And oh yes, I heard her. And I wasn't sure what was going on. I really didn't know that they were going to take my dad. I just thought that it was a little — it must be a very wild event for my mother, for sure, because she was really carrying on, but that didn't matter to them.
2. General DeWitt Civilian Order 92
WESTERN DEFENSE COMMAND AND FOURTH ARMY WARTIME CIVIL CONTROL Administration Presidio of San Francisco, California INSTRUCTIONS TO ALL PERSONS OF JAPANESE ANCESTRY LIVING IN THE FOLLOWING AREA:
All that portion of the Counties of Sacramento and Amador, State of California, within the boundary beginning at a point at which California State Highway No. 16 intersects California State Highway No. 49, approximately two miles south of Plymouth: thence southerly along said Highway No. 49 to the Amador -Calaveras County Line; thence westerly along the Amador-Calaveras County Line to the Amador-San Joaquin County Line; thence northerly along the Amador-San Joaquin County Line to the Sacramento-San Joaquin County Line; thence westerly along the Sacramento-San Joaquin County Line to the easterly line of the right of way of the main line of the Southern Pacific Railroad from Lodi to Sacramento; thence northerly along said easterly line to its crossing with California State Highway No. 16; thence easterly along said Highway No. 16 to point of beginning.
Pursuant to the provisions of Civilian Exclusion Order No. 92, this Headquarters, dated May 23, 1942, all persons of Japanese ancestry, both alien and non-alien, will be evacuated from the above area by 12 o'clock noon, P.W.T., Saturday, May 30, 1942.No Japanese parson will be permitted to move into, or out of the above area after 12 o'clock noon, P.W.T., Saturday, May 23, 1942, without obtaining special permission from the representative of the Commanding General, Northern California Sector, at the Civil Control Station located at:
Masonic Hall,Elk Grove, California.
Such permits will only be granted for the purpose of uniting members of a family, or in cases of grave emergency.
The Civil Control Station is equipped to assist the Japanese population affected by this evacuation in the following ways:1. Give advice and instructions on the evacuation.2. Provide services with respect to the management, leasing, sale, storage or other disposition of most kinds of property such as real estate, business and professional equipment, household goods, boats, automobiles and livestock.3. Provide temporary residence elsewhere for all Japanese in family groups.4. Transport persons and a limited amount of clothing and equipment to their new residence.THE FOLLOWING INTRUCTIONS MUST BE OBSERVED:
1. A responsible member of each family, preferably the head of the family, or the person in whose name most of the property is held, and each individual living alone, will report to the Civil Control Station to receive further instructions. This must be done between 8:00 A.M. and 5:00 P.M. on Sunday, May 24, 1942, or between 8:00 A.M. and 5:00 P.M. on Monday, May 25, 1942.2. Evacuees must carry with them on departure for the Assembly Center, the following property:
(a) Bedding and linens (no mattress) for each member of the family;(b) Toilet articles for each member of the family;(c) Extra clothing for each member of the family;(d) Essential personal effects for each member of the family.
A11 items carried will be securely packaged, tied and plainly marked with the name of the owner and numbered in accordance with instructions obtained at the Civil Control Station. The size and number of packages is limited to that which can be carried by the individual or family group.3. No pets of any kind will be permitted.4. No personal items and no household goods will be shipped to the Assembly Center.5. The United States Government through its agencies will provide for the storage, at the sole risk of the owner, of the more substantial household items, such as iceboxes, washing machines, pianos and other heavy furniture. Cooking utensils and other small items will be accepted for storage if crated, packed and plainly marked with the name and address of the owner. Only one name and address will be used by a given family.6. Each family, and individual living alone wi11 be furnished transportation to the Assembly Center. Private means of transportation will not be utilized. All instructions pertaining to the movement will be obtained at the Civil Control Station.Go to the Civil Control Station between the hours of 8:00 A.M. and 5:00 P.M., Sunday, May 24, 1942, or between the hours of 8:00 A. M. and 5:00 P. M., Monday, May 25, 1942, to receive further instructions.
J. L. DEWITTLieutenant General, U.S. ArmyCommanding
May 23, 1942See Civilian Exclusion Order No. 92.
All that portion of the Counties of Sacramento and Amador, State of California, within the boundary beginning at a point at which California State Highway No. 16 intersects California State Highway No. 49, approximately two miles south of Plymouth: thence southerly along said Highway No. 49 to the Amador -Calaveras County Line; thence westerly along the Amador-Calaveras County Line to the Amador-San Joaquin County Line; thence northerly along the Amador-San Joaquin County Line to the Sacramento-San Joaquin County Line; thence westerly along the Sacramento-San Joaquin County Line to the easterly line of the right of way of the main line of the Southern Pacific Railroad from Lodi to Sacramento; thence northerly along said easterly line to its crossing with California State Highway No. 16; thence easterly along said Highway No. 16 to point of beginning.
Pursuant to the provisions of Civilian Exclusion Order No. 92, this Headquarters, dated May 23, 1942, all persons of Japanese ancestry, both alien and non-alien, will be evacuated from the above area by 12 o'clock noon, P.W.T., Saturday, May 30, 1942.No Japanese parson will be permitted to move into, or out of the above area after 12 o'clock noon, P.W.T., Saturday, May 23, 1942, without obtaining special permission from the representative of the Commanding General, Northern California Sector, at the Civil Control Station located at:
Masonic Hall,Elk Grove, California.
Such permits will only be granted for the purpose of uniting members of a family, or in cases of grave emergency.
The Civil Control Station is equipped to assist the Japanese population affected by this evacuation in the following ways:1. Give advice and instructions on the evacuation.2. Provide services with respect to the management, leasing, sale, storage or other disposition of most kinds of property such as real estate, business and professional equipment, household goods, boats, automobiles and livestock.3. Provide temporary residence elsewhere for all Japanese in family groups.4. Transport persons and a limited amount of clothing and equipment to their new residence.THE FOLLOWING INTRUCTIONS MUST BE OBSERVED:
1. A responsible member of each family, preferably the head of the family, or the person in whose name most of the property is held, and each individual living alone, will report to the Civil Control Station to receive further instructions. This must be done between 8:00 A.M. and 5:00 P.M. on Sunday, May 24, 1942, or between 8:00 A.M. and 5:00 P.M. on Monday, May 25, 1942.2. Evacuees must carry with them on departure for the Assembly Center, the following property:
(a) Bedding and linens (no mattress) for each member of the family;(b) Toilet articles for each member of the family;(c) Extra clothing for each member of the family;(d) Essential personal effects for each member of the family.
A11 items carried will be securely packaged, tied and plainly marked with the name of the owner and numbered in accordance with instructions obtained at the Civil Control Station. The size and number of packages is limited to that which can be carried by the individual or family group.3. No pets of any kind will be permitted.4. No personal items and no household goods will be shipped to the Assembly Center.5. The United States Government through its agencies will provide for the storage, at the sole risk of the owner, of the more substantial household items, such as iceboxes, washing machines, pianos and other heavy furniture. Cooking utensils and other small items will be accepted for storage if crated, packed and plainly marked with the name and address of the owner. Only one name and address will be used by a given family.6. Each family, and individual living alone wi11 be furnished transportation to the Assembly Center. Private means of transportation will not be utilized. All instructions pertaining to the movement will be obtained at the Civil Control Station.Go to the Civil Control Station between the hours of 8:00 A.M. and 5:00 P.M., Sunday, May 24, 1942, or between the hours of 8:00 A. M. and 5:00 P. M., Monday, May 25, 1942, to receive further instructions.
J. L. DEWITTLieutenant General, U.S. ArmyCommanding
May 23, 1942See Civilian Exclusion Order No. 92.
3. U.S. Attorney General Biddle Memos
Francis Biddle, United States Attorney General
To President Roosevelt, February 17, 1942:
For several weeks there have been increasing demands for evacuation of all Japanese, aliens and citizens alike, from the West Coast states. A great many West Coast people distrust the Japanese, various special interests would welcome their removal from good farm land and the elimination of their competition... My last advice from the War Department is that there is no evidence of imminent attack and from the F.B.I. that there is no evidence of planned sabotage.5
To Roosevelt, December 30, 1943:
The present procedure of keeping loyal American citizens in concentration camps on the basis of race for longer than is absolutely necessary is dangerous and repugnant to the principles of our Government. It is also necessary to act now so that the agitation against these citizens does not continue after the war.2
http://www.geocities.com/Athens/8420/politicians.html#biddle
To President Roosevelt, February 17, 1942:
For several weeks there have been increasing demands for evacuation of all Japanese, aliens and citizens alike, from the West Coast states. A great many West Coast people distrust the Japanese, various special interests would welcome their removal from good farm land and the elimination of their competition... My last advice from the War Department is that there is no evidence of imminent attack and from the F.B.I. that there is no evidence of planned sabotage.5
To Roosevelt, December 30, 1943:
The present procedure of keeping loyal American citizens in concentration camps on the basis of race for longer than is absolutely necessary is dangerous and repugnant to the principles of our Government. It is also necessary to act now so that the agitation against these citizens does not continue after the war.2
http://www.geocities.com/Athens/8420/politicians.html#biddle
4. Personal Account of FBI Arrest of Parent
RT: I didn't realize the enormity until much later, but I soon found out what it meant for all of us because they came for my dad that night, early in the morning of December 8th. And...AI: What happened?RT: They picked him up. Well, I was sleeping in a bedroom on the main floor, which was fairly close to my folks' room; in other words, not quite adjacent. But I was awakened by this commotion. ... Oh, my, my mother. I told you she's very outspoken. And she is the one that I heard. I did not hear my father say anything, but my mother went on a rampage. I mean, she didn't care if they were FBI men or not, and she was proclaiming to them that she was "an American citizen," and she "had the rights of an American citizen, and how dare they come breaking into my house." [Laughs] And oh yes, I heard her. And I wasn't sure what was going on. I really didn't know that they were going to take my dad. I just thought that it was a little — it must be a very wild event for my mother, for sure, because she was really carrying on, but that didn't matter to them.
(Rae T. Interview, Copyright 1998 Densho Project)
STUDENT ACTIVITY 4:
Complete One Primary Source Analysis Guide per Group and Present to Class your Historical Findings:
Primary Source Analysis Guide to Historical Thinking
(PRINT DOCUMENT) Adapted from Drake & Brown (2003)
Identify the Document
Author or Source:
Title:
Date:
Type of Document:
Analyze the Document
Main Idea of the Document:
Relationship to Content of Other Documents (1st, 2nd or 3rd):
Preceding Conditions that Motivated Author:
Intended Audience and Purpose:
Biases of Author:
Questions to Ask the Author:
Historical Context
Local/Regional Relevant People, Events, Ideas of the Time:
National People, Events, Ideas of the Time:
World People, Events Ideas of the Time:
Conclusions about Local, National, World at Time:
Historical Habit of Mind and Vital Theme and Narrative
Identify Habit of Mind:
Suspend Judgments / Not apply the Present / Empathy / Historical Imagination
The way you used Historical Habit of Mind to Analyze Document:
Identify Vital Theme and Narrative:
Evidence the Document Represents Theme and Narrative:
Evidence the Document Relates to Other Documents through this Theme and Narrative:
Relationship to Other Aspects of Social Studies: Circle All That Apply
Geography Civics Economics Religion Political Science Social Culture
Evidence from Document to support your choices:
Primary Source Analysis Guide to Historical Thinking
(PHOTO OR IMAGE) Adapted from Drake & Brown (2003)
Identify the Document
Author or Source:
Title:
Date:
Type of Document:
Analyze the Source
Main Idea of the Source:
What Do You See (people, objects etc) in the image?
What Are People, if any doing in this image?
Who Do You Think These People Are?
What Does This Image Tell You About Ways of Living?
When Do You Think This Image Was Created?
Why Do You Think This Image Was Created?
What Happened to Motivate the Producer of the Image?
Who was The Intended Audience?
Relationship to Other Sources being Studied:
Biases of Image Producer:
Questions to Ask the Image Producer:
Historical Context
Local/Regional Relevant People, Events, Ideas of the Time:
National People, Events, Ideas of the Time:
World People, Events Ideas of the Time:
Conclusions about Local, National, World at Time:
Historical Habit of Mind and Vital Theme and Narrative
Identify Habit of Mind:
Suspend Judgments / Not apply the Present / Empathy / Historical Imagination
The way you used Historical Habit of Mind to Analyze Document:
Identify Vital Theme and Narrative:
Evidence the Document Represents Theme and Narrative:
Evidence the Document Relates to Other Documents through this Theme and Narrative:
Relationship to Other Aspects of Social Studies: Circle All That Apply
Geography Civics Economics Religion Political Science Social Culture
Evidence from Document to support your choices:
Primary Source Analysis Guide to Historical Thinking
(PRINT DOCUMENT) Adapted from Drake & Brown (2003)
Identify the Document
Author or Source:
Title:
Date:
Type of Document:
Analyze the Document
Main Idea of the Document:
Relationship to Content of Other Documents (1st, 2nd or 3rd):
Preceding Conditions that Motivated Author:
Intended Audience and Purpose:
Biases of Author:
Questions to Ask the Author:
Historical Context
Local/Regional Relevant People, Events, Ideas of the Time:
National People, Events, Ideas of the Time:
World People, Events Ideas of the Time:
Conclusions about Local, National, World at Time:
Historical Habit of Mind and Vital Theme and Narrative
Identify Habit of Mind:
Suspend Judgments / Not apply the Present / Empathy / Historical Imagination
The way you used Historical Habit of Mind to Analyze Document:
Identify Vital Theme and Narrative:
Evidence the Document Represents Theme and Narrative:
Evidence the Document Relates to Other Documents through this Theme and Narrative:
Relationship to Other Aspects of Social Studies: Circle All That Apply
Geography Civics Economics Religion Political Science Social Culture
Evidence from Document to support your choices:
Primary Source Analysis Guide to Historical Thinking
(PHOTO OR IMAGE) Adapted from Drake & Brown (2003)
Identify the Document
Author or Source:
Title:
Date:
Type of Document:
Analyze the Source
Main Idea of the Source:
What Do You See (people, objects etc) in the image?
What Are People, if any doing in this image?
Who Do You Think These People Are?
What Does This Image Tell You About Ways of Living?
When Do You Think This Image Was Created?
Why Do You Think This Image Was Created?
What Happened to Motivate the Producer of the Image?
Who was The Intended Audience?
Relationship to Other Sources being Studied:
Biases of Image Producer:
Questions to Ask the Image Producer:
Historical Context
Local/Regional Relevant People, Events, Ideas of the Time:
National People, Events, Ideas of the Time:
World People, Events Ideas of the Time:
Conclusions about Local, National, World at Time:
Historical Habit of Mind and Vital Theme and Narrative
Identify Habit of Mind:
Suspend Judgments / Not apply the Present / Empathy / Historical Imagination
The way you used Historical Habit of Mind to Analyze Document:
Identify Vital Theme and Narrative:
Evidence the Document Represents Theme and Narrative:
Evidence the Document Relates to Other Documents through this Theme and Narrative:
Relationship to Other Aspects of Social Studies: Circle All That Apply
Geography Civics Economics Religion Political Science Social Culture
Evidence from Document to support your choices:
PRIMARY SOURCE: Third Order Documents:
1. Pictures: Japanese American Man Being Arrested and Japanese American Women in 4th of July Parade
2. Excerpt from Nisei Daughter, by Monica Sone
Excerpt from Nisei: Daughter – Pearl Harbor Echoes in Seattle, by Monica Sone
She said to Mother, “You must destroy everything and anything Japanese which may incriminate your husband. It doesn’t matter what it is, if its printed or made in Japan, destroy it because the FBI always carries off those items for evidence.”
In fact all of the women whose husbands had been spirited away said the same thing. Gradually we became uncomfortable with our Japanese books, magazines, wall scrolls and knickknacks. When Father’s hotel friends, Mr. Sakaguchi and Mr. Nishibue and a few others vanished, and their wives called Mother weeping and warning her again about having too many Japanese objects around the house, we finally decided to get rid of some of ours.
We worked all night, feverishly combing through bookshelves, closets, drawers and furtively creeping down to the basement furnace for the burning. I gathered my well-worn Japanese language schoolbooks which I had been saving over a period of ten years with the thought that they might come in handy when I wanted to teach Japanese to my own children. I threw them in the fire and watched them shrivel into black ashes.
But when I came face to face with my Japanese doll which Grandmother Nagashimi had sent me from Japan, I rebelled! I decided to ask Chris if she would keep it for me. Chris loved and appreciated beauty in every form and shape and I knew that in her hands, the doll would be safe and enjoyed.
Henry pulled down from his bedroom wall the toy samurai sword he had brought from Japan and tossed it into the flames. Sumi’s contributions to the furnace were books of fairy tales and magazines sent from Japan. We sorted out Japanese music from a stack of records , shattered them over our knees and fed the pieces to the furnace.
Father picked up his translated Japanese volumes of philosophy and religion and carted them reluctantly to the basement. Mother had the most to eliminate, with her scrapbooks of poems cut out from the newspapers and magazines and her private collection of old Japanese classic literature.
It was past midnight when we finally climbed upstairs to bed. Wearily we closed our eyes, filled with an indescribable sense of guilt for having destroyed the things we loved. This night of ravage was to haunt us for years. As I lay struggling to fall asleep, I realized that we hadn’t freed ourselves at all from fear. We still lay stiff in our beds, waiting.
Monica Sone. 1953. Nisei: Daughter – Pearl Harbor Echoes in Seattle, Little, Brown and Company.
http://books.google.com/books?id=kIjY38NMOnEC&pg=PA22&dq=monica+sensei#PPA129,M1
3. Editorial from San Francisco News
Their Best Way to Show Loyalty An Editorial
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, in effect, offering the best possible way for all Japanese to demonstrate their loyalty to the United States.
Many aliens and practically all the native-born have been protesting their allegiance to this Government. Although their removal to inland districts outside the military zones may inconvenience them somewhat, even work serious hardships upon some, they must certainly recognize the necessity of clearing the coastal combat areas of all possible fifth columnists and saboteurs. Inasmuch as the presence of enemy agents cannot be detected readily when these areas are thronged by Japanese the only course left is to remove all persons of that race for the duration of the war.
That is a clear-cut policy easily understood. Its execution should be supported by all citizens of whatever racial background, but especially it presents an opportunity to the people of an enemy race to prove their spirit of co-operation and keep their relations with the rest of the population of this country on the firm ground of friendship.
Every indication has been given that the transfer will be made with the least possible hardship. General DeWitt’s order was issued in such a way as to give those who can make private moving arrangements plenty of time to do so. All others will not be moved until arrangements can be made for places for them to go. They may have to be housed in temporary quarters until permanent ones can be provided for them, but during the summer months that does not mean they will be unduly uncomfortable.
Their property will be carefully protected by the Federal Government, their food and shelter will be provided to the extent they are not able to provide it for themselves, and they will be furnished plenty of entertainment and recreation. That is not according to the pattern of the European concentration camp by any means.
Real danger would exist for all Japanese if they remained in the combat area. The least act of sabotage might provoke angry reprisals that easily could balloon into bloody race riots.
We must avoid any chance of that sort of thing. The most sensible, the most humane way to insure against it is to move the Japanese out of harm’s way and make it as easy as possible for them to go and to remain away until the war is over.
The San Francisco NewsMarch 6, 1942
http://www.sfmuseum.org/hist8/editorial1.html
STUDENT ASSESSMENT ACTIVITY 1:
Take Assigned Third Order Document and practice at home completing a Think Aloud to your parents. Have your parents take notes as you speak. Complete a brief reflection answering the following questions:
1. How did it feel to do a Think Aloud? (that is strange, awkward, fun etc).
2. What were two the major questions you asked yourself while doing the Think Aloud?
3. What was the theme or major point of document you read or photos you reviewed?
4. What feedback did you parents give to you about your Think Aloud and the content of your document/photo?
Bring your parents notes and your answers to class.
2. Excerpt from Nisei Daughter, by Monica Sone
Excerpt from Nisei: Daughter – Pearl Harbor Echoes in Seattle, by Monica Sone
She said to Mother, “You must destroy everything and anything Japanese which may incriminate your husband. It doesn’t matter what it is, if its printed or made in Japan, destroy it because the FBI always carries off those items for evidence.”
In fact all of the women whose husbands had been spirited away said the same thing. Gradually we became uncomfortable with our Japanese books, magazines, wall scrolls and knickknacks. When Father’s hotel friends, Mr. Sakaguchi and Mr. Nishibue and a few others vanished, and their wives called Mother weeping and warning her again about having too many Japanese objects around the house, we finally decided to get rid of some of ours.
We worked all night, feverishly combing through bookshelves, closets, drawers and furtively creeping down to the basement furnace for the burning. I gathered my well-worn Japanese language schoolbooks which I had been saving over a period of ten years with the thought that they might come in handy when I wanted to teach Japanese to my own children. I threw them in the fire and watched them shrivel into black ashes.
But when I came face to face with my Japanese doll which Grandmother Nagashimi had sent me from Japan, I rebelled! I decided to ask Chris if she would keep it for me. Chris loved and appreciated beauty in every form and shape and I knew that in her hands, the doll would be safe and enjoyed.
Henry pulled down from his bedroom wall the toy samurai sword he had brought from Japan and tossed it into the flames. Sumi’s contributions to the furnace were books of fairy tales and magazines sent from Japan. We sorted out Japanese music from a stack of records , shattered them over our knees and fed the pieces to the furnace.
Father picked up his translated Japanese volumes of philosophy and religion and carted them reluctantly to the basement. Mother had the most to eliminate, with her scrapbooks of poems cut out from the newspapers and magazines and her private collection of old Japanese classic literature.
It was past midnight when we finally climbed upstairs to bed. Wearily we closed our eyes, filled with an indescribable sense of guilt for having destroyed the things we loved. This night of ravage was to haunt us for years. As I lay struggling to fall asleep, I realized that we hadn’t freed ourselves at all from fear. We still lay stiff in our beds, waiting.
Monica Sone. 1953. Nisei: Daughter – Pearl Harbor Echoes in Seattle, Little, Brown and Company.
http://books.google.com/books?id=kIjY38NMOnEC&pg=PA22&dq=monica+sensei#PPA129,M1
3. Editorial from San Francisco News
Their Best Way to Show Loyalty An Editorial
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, in effect, offering the best possible way for all Japanese to demonstrate their loyalty to the United States.
Many aliens and practically all the native-born have been protesting their allegiance to this Government. Although their removal to inland districts outside the military zones may inconvenience them somewhat, even work serious hardships upon some, they must certainly recognize the necessity of clearing the coastal combat areas of all possible fifth columnists and saboteurs. Inasmuch as the presence of enemy agents cannot be detected readily when these areas are thronged by Japanese the only course left is to remove all persons of that race for the duration of the war.
That is a clear-cut policy easily understood. Its execution should be supported by all citizens of whatever racial background, but especially it presents an opportunity to the people of an enemy race to prove their spirit of co-operation and keep their relations with the rest of the population of this country on the firm ground of friendship.
Every indication has been given that the transfer will be made with the least possible hardship. General DeWitt’s order was issued in such a way as to give those who can make private moving arrangements plenty of time to do so. All others will not be moved until arrangements can be made for places for them to go. They may have to be housed in temporary quarters until permanent ones can be provided for them, but during the summer months that does not mean they will be unduly uncomfortable.
Their property will be carefully protected by the Federal Government, their food and shelter will be provided to the extent they are not able to provide it for themselves, and they will be furnished plenty of entertainment and recreation. That is not according to the pattern of the European concentration camp by any means.
Real danger would exist for all Japanese if they remained in the combat area. The least act of sabotage might provoke angry reprisals that easily could balloon into bloody race riots.
We must avoid any chance of that sort of thing. The most sensible, the most humane way to insure against it is to move the Japanese out of harm’s way and make it as easy as possible for them to go and to remain away until the war is over.
The San Francisco NewsMarch 6, 1942
http://www.sfmuseum.org/hist8/editorial1.html
STUDENT ASSESSMENT ACTIVITY 1:
Take Assigned Third Order Document and practice at home completing a Think Aloud to your parents. Have your parents take notes as you speak. Complete a brief reflection answering the following questions:
1. How did it feel to do a Think Aloud? (that is strange, awkward, fun etc).
2. What were two the major questions you asked yourself while doing the Think Aloud?
3. What was the theme or major point of document you read or photos you reviewed?
4. What feedback did you parents give to you about your Think Aloud and the content of your document/photo?
Bring your parents notes and your answers to class.
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