Jay M. Brown
-
1. National Committee For Redress,
The Japanese American Incarceration: A
Case For Redress
(San Francisco: Japanese American Citizen League, 1980), p. 5.
-
2. J. tenBroek, E.N. Barnhart and F.W. Matson,
Prejudice, War and The Constitution: Causes and Consequences of the Evacuation of the Japanese Americans in World War II
(Berkeley University of California Press, 1954), p . 25.
-
3.
Ibid
, p. 43.
-
4. Roger Daniels,
The Decision to Relocate the
Japanese Americans
(New York: J.B. Lippincott Co., 1975), p. 44.
-
5.
Ibid.
-
6.
Ibid
, pp. 49-50.
-
7. Dorothy S. Thomas and Richard S. Nishimoto,
The Spoilage
(Berkeley: University of California Press, 1946), p. 18.
-
8.
Ibid
, p. 19.
-
9. Maisis and Richard Conrat,
Executive Order 9066: The Internment of 110,000 Japanese Americans
(San Francisco, California Historical Society, 1972), pp. 21-22.
-
10. Roger Daniels,
op. cit.
, p. 8.
-
11.
Ibid
, p. 10.
-
12.
Ibid
, p. 15.
-
13. Lewis H. Carlson and George A. Colburn,
In Their Place: White America Defines Her Minorities 1850-1950
(New York, J. Wiley and Sons, 1972) , p. 243.
-
14. Eugene V. Rostow, “The Japanese American Cases—A Disaster,”
The Yale Law Journal
, Volume 54, Number 3, June 1945, p . 489.
-
15. National Committee For Redress,
op. cit.
, pp. 18-19.
-
16.
Ibid
, p. 19.
-
17. Anne R. Fisher,
Exile of a Race
(Seattle, F and T Publishers, 1965) p. 103.
-
18. Rostow,
op. cit
, p. 505.
-
19.
Ibid
, pp. 503-504.
-
20. Bernard Schwartz,
The Reins of Power, A Constitutional History of the United States
(New York: Hill and Wang, 1963), p. 182.
-
21. 323 U.S. 214: 65 Supreme Court 193: 89L Ed 194.
-
22. Rostow,
op. cit
, pp. 490-491.
-
23.
Ibid,
p. 491.
Course Outline
-
I
Introductory Activities
-
____
a. General background information on Asiatic immigration.
-
____
b. First Japanese immigrants and their role in the development of America.
-
____
c. Filmstrip:
The Japanese Americans: Prejudice in America
:
-
____
____
Part I: Asian Western Relations
-
____
____
Part II: Experience of first Asian immigrants.
-
____
d. Reading Assignment:
-
____
____
Justice Denied
pp. 5-22.
-
____
e. Test
-
II:
Prejudice Against Japanese
-
____
a. General background information on Anti-Japanese Campaigns: political, economic and social.
-
____
b. Russo-Japanese War
-
____
c. The Gentlemen’s Agreement
-
____
d. The Exclusion Movement
-
____
e. AIien land laws
-
____
f. Japan attacks China
-
____
g. Reading Assignment:
Justice Denied
pp. 23-40, pp. 47-52.
-
____
h. Filmstrip:
The Japanese Americans: Prejudice in America
-
____
____
Part 3:
Institutionalized Discrimination
-
____
i. Test
-
III:
Pearl Harbor and its Aftermath
-
A. Pearl Harbor
-
____
1. Record, Side A. Band i (included in Japanese American Relocation, 1942, media kit)
-
____
2. Picture Cards 1-1, 1-2, 1-3, 1-4 (included in Japanese American Relocation, 1942, media kit)
-
____
3. Reading Assignment:
Justice Denied.
pp. 53-68.
-
B. Enemy Aliens:
-
____
1. Reading Assignment:
Justice Denied.
pp. 59-58.
-
2. Filmstrip:
The Japanese Americans
-
____
Part 4: Events that led to evacuation
-
C. Executive Order 9066
-
____
1. Reading Assignment:
Justice Denied
. p. 69-76.
-
____
2. Distribute Evidence 1-5 (included in Japanese American Relocation, 1942, media kit)
-
____
3. We Might As Well be Honest, record (included in Japanese American Relocation, 1942, media kit)
-
D. Evacuation and Relocation
-
____
1. Reading Assignment:
Justice Denied
. pp. 77-86.
-
____
2. Evacuation Order: distribute handouts (included in Japanese American Relocation, 1942, media kit)
-
____
3. Filmstrip:
Japanese American Relocation 1942
-
E. Camp Life
-
____
1. Reading Assignment:
Justice Denied
. p. 87-104
-
____
2. Filmstrip:
Japanese American Relocation 1942
-
____
____
Part 2: Relocation Centers
-
F. Test
-
Part IV: The Supreme Court
-
A. Hirabayshi v U.S. B.
-
B. Korematsu v U.S.
-
C. Ex Parte Endo
-
D. Brown v Tupeka Board of Education
-
E. Reading Assignment:
Justice Denied
pp. 117-122 and material in media kit
Part V: Unit Test
Sample Lessons
I.
Discussion questions
The following questions, to be used during the course of this unit, are designed to stimulate class discussions and student interaction.
To what extent can national security considerations overcome basic notions of fairness?
If a large percentage of Japanese-Americans had been organizing a pro-Japan party would that have justified the action of our government?
Would the relocation orders have been more defensible if they involved all enemy aliens?
Would the relocation orders have been more defensible if they involved all persons of German, Italian and Japanese descent?
What are civil liberties? Can civil liberties be allowed in wartime?
What motivated individuals and groups to demand the evacuation and to ignore constitutional guarantees?
Do you think that there was racial prejudice involved in placing only persons of Japanese ancestry in camps?
What constitutional principle may have been violated during the evacuation?
What effects do you think that the Korematsu decision had upon persons of Japanese American ancestry and other racial ethnic groups and to the principles of democracy as set forth in our constitution?
II.
Filmstrip
Japanese American Relocation
,
1942: a case study in prejudice and discrimination
Through the use of the filmstrips, record, picture cards, spirit masters and readings, students will be able to identify the causes and effects of prejudice and discrimination in general.
III.
Role Playing
Role playing is used to assist the students in understanding the emotional and psychological problems that individuals faced during relocation.
Students will be asked to act out the role assigned them and answer the question: What would you have done? Would you have followed orders?
Partial roles to be assigned:
Japanese American, believer in passive resistance; Japanese American, believer in physical resistance; Japanese American who believes the government knows what is best; Japanese American teenagers; Black soldier assigned to carry out the orders; White soldier assigned to carry out the orders.
IV.
Comparison Report
Students will be assigned two Supreme Court cases: Korematsu v. U.S. and Brown v. Topeka Board of Education. In a written report they will compare the cases and discuss why the Court reached a different decision in each case.
V.
Suggested Unit Reports
To aid students in understanding the overall unit, the following written assignments are suggested:
1. Write a justification for Executive Order 9066 using the Constitution of the United States.
2. As an evacuee, write a letter to the Supreme Court outlining your objections to the relocation of Japanese Americans.
3. Trace the history of the relations between Japanese immigrants and West Coast citizens from 1869 to 1924.