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JapaneseImprisonmentatAmacheHowdoyouknowyou’reontherightsideofhistory?

Howdoyoubuildcommunitybehindbars?Whatdoesitmeantobeacitizen?

ByChristianHeimburger*

StandardsandTeachingStrategiesby:MingVlasich,ZachCrandall,andMarcusLee**

*ChristianHeimburgeris ahistorianwhoseworkfocusesonJapaneseAmericanincarceration,theAmericanWest,andMormonhistory.ChristianreceivedaPh.D.inhistoryfromtheUniversityofColorado,Boulder.** MingVlasichisa4thgradeteacheratPeabodyElementaryinLittleton,ZachCrandallteaches8thgradeU.S.SocietyatSouthernHillsMiddleinBoulder,MarcusLeeteachesandisthechairofthesocialstudiesdepartmentatGeorgeWashingtonHighSchoolinDenver.

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ContentsStandardsAddressedOverviewEssayPrimarySources RemovalFromHome

1. RaceandCitizenship2. ForcedRemoval3. CollectedBehindBarbedWire4. “WeofColoradoAreBigEnoughandPatrioticEnoughtoDoOurDuty”

LifeBehindBarbedWire5. Dislocation6. AmacheIncarcerationCenter7. LivinginTightQuarters8. MessHalls,Food,andDiminishedAuthority9. WorkingInandOutoftheCamps10. CampThroughtheEyesofaChild11. SportingEventsandCommunityRelations12. ReturningHome

TheMeaningofFreedom,Citizenship,andLoyalty13. “America,OurHopeisinYou”14. TheLoyaltyQuestionnaire15. “IHaveKnownNoOtherNation”16. UltimateSacrifice

AmacheToday17. BridgingPastandPresent

AdditionalResourcesTeachingStrategiesDownload:PDF

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StandardsAddressedAquick-glanceoverviewofsocialstudiesstandardsthatteachersmightaddressin4thgrade,8thgrade,andhighschoolusingtheresourcesinthisset.

4thGrade

History:• Standard1.1:OrganizeandsequenceeventstounderstandtheconceptsofchronologyandcauseandeffectinthehistoryofColorado

• Standard1.2:Thehistoricaleras,individuals,groups,ideasandthemesinColoradohistoryandtheirrelationshipstokeyeventsintheUnitedStates

Civics:• Standard3.1:Analyzeanddebatemultipleperspectivesonanissue• Standard3.2Theorigins,structure,andfunctionsoftheColoradogovernment

8thGrade

History:• Standard1.1:FormulateappropriatehypothesesaboutUnitedStateshistorybasedonvarietyof

historicalsourcesandperspectives• Standard1.2:Thehistoricaleras,individuals,groups,ideasandthemesfromtheoriginsoftheAmerican

RevolutionthroughReconstructionandtheirrelationshipswithoneanotherGeography:• Standard2.1:UsegeographictoolstoanalyzepatternsinhumanandphysicalsystemsEconomics:• Standard3.1:Understandtheallocationofscarceresourcesinsocietiesthroughanalysisofindividual

choice,marketinteraction,andpublicpolicy.Civics:• Standard4.1:Analyzetheorigins,structure,andfunctionsofgovernmentsandtheirimpactson

societiesandcitizens.• Standard4.2:Theplaceoflawinaconstitutionalsystem

HighSchool

History:• Standard1.1:Usethehistoricalmethodofinquirytoaskquestions,evaluateprimaryandsecondary

sources,criticallyanalyzeandinterpretdata,anddevelopinterpretationsdefendedbyevidence• Standard1.2:Thekeyconceptsofcontinuityandchange,causeandeffect,complexity,unityand

diversityovertimeGeography:• Standard2.1:UsedifferenttypesofmapsandgeographictoolstoanalyzefeaturesonEarthto

investigateandsolvegeographicquestionsEconomics:• Standard3.1:Productiveresources–natural,human,capital–arescarce;therefore,choicesaremade

abouthowindividuals,businesses,governments,andsocietiesallocatetheseresourcesCivics:• Standard4.1:Purposesofandlimitationsonthefoundations,structures,andfunctionsofgovernment

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• Standard4.3:Analyzehowpublicpolicy–domesticandforeign–isdevelopedatthelocal,state,andnationallevelsandcomparehowpolicy-makingoccursinotherformsofgovernment

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OverviewEssayIfyouweretodriveeastalongHighway50insoutheasternColorado,youmightcomeacrossacuriousghosttowncalledAmache.Locatedone-and-a-halfmileswestofthetownofGranada,Amacheappearstobelittlemorethanacoupleofdustyroads,afewdozenscragglyelmtrees,andmilesofflatprairie.Ifyoulookcarefully,however,youwillseeotherphysicalremnantsofthetown:thecrumblingfoundationsofhundredsofbuildings,abandonedgardens,andshardsofbrokendinnerware.TheseruinsmarkaplaceunlikeanyotherinColorado,aplaceuniqueamongtheghosttownsthatdotthestate:DuringtheSecondWorldWar,Amachewasaconcentrationcampthathousednearly8000JapaneseandJapaneseAmericanswhowereforciblyremovedfromtheirhomesinCaliforniaandconfinedinColorado.*ThestoryofAmacheanditsJapaneseAmericaninhabitantsbeginsshortlyaftertheEmpireofJapanattackedtheU.S.navalbaseatPearlHarboronDecember7,1941.Fearfulofpotentialspiesembeddedonthemainland,theU.S.governmentbeganarrestingprominentJapanesecitizenslivingalongtheWestCoastonDecember8.Inthemonthsaftertheattack,politicians,nativistgroupshostiletomorerecentimmigrants,andmembersofthepresslobbiedthefederalgovernmenttotakedirectactionagainsttheJapaneselivingonWestCoast,whomtheyfearedwouldinstigatesabotage,espionage,and“fifthcolumn”activitiesexpressingsympathywiththeenemy.OnFebruary19,1942,PresidentFranklinD.RooseveltissuedExecutiveOrder9066,whichauthorizedthecreationofrestricted“militaryzones”andgavemilitaryleadersthepowertoremoveanypersondeemedtobeathreattonationalsecurity.OnlyJapaneseimmigrants,aswellastheirAmerican-bornchildren,weretargetedforremoval.WithinweeksmilitaryleadershaddeclaredmuchoftheU.S.WestCoastarestrictedzoneandbegantoforciblyremove110,000peopleofJapaneseancestryfromCaliforniaandportionsofWashington,Oregon,andArizona.ThenewlyestablishedWarRelocationAuthority(WRA)waschargedwithmovingthese“evacuees”to“relocationcenters”intheInteriorWest.Whilemostwesterngovernorswereresolutelyopposedtohosting“dangerous”enemiesintheirstates,ColoradoGovernorRalphCarrpublicallydeclaredthatheandthecitizensofhisstatewere“bigenoughandpatrioticenough”toacceptthefederalgovernment’sdecisiontoplaceCaliforniaJapaneseinColorado.ConstructiononColorado’sCampAmache–orthe“GranadaRelocationCenter”asitwasofficiallycalled–beganinlateJune1942.TheJapaneseandJapaneseAmericanswhowereincarceratedinAmachecamepredominantlyfromCaliforniacommunitiesalongtheSierraNevadafoothills,theNorthBayArea,andurbanLosAngeles.Afterenduringseveralmonthsinhastilyconstructed“assemblycenters,”thefamiliesweretransportedinstagestosoutheastColoradoinAugust.Hailingfrommoretemperateclimates,Amache’snewresidentswerelargelyunfamiliarwiththearid,desolateprairielandonwhichtheirnewhomewasbuilt.Manyhadneverseensnowbeforeorexperiencedanythinglikethearea’snotoriousduststorms.Theincarcerationcenter,builtfromscratchduringtheprecedingmonths,wasonlypartlycompletedwhentheCaliforniaexilesarrived.WhenAmachewasfinallycompleted,ithoused7700residents,makingitthetenthlargestcityinColorado.Butdespitegovernment’seuphemisticreferencetoAmacheandtheotherincarcerationcampsasa“pioneercommunities,”Amachewasnotaconventionalcity.Itwassurroundedbyabarbedwirefenceandresidentswereguardedtwenty-four

*ScholarsusevarioustermsinreferringtoAmacheandtheothercampsrunbytheWarRelocationAuthorityduringWorldWarII.Theywerecalled“relocationcenters,”“internmentcamps,”and“concentrationcamps”bygovernmentofficialsoftheday.However,anumberofleadingscholarstodayfeelthatthefirsttwotermsareeuphemismsthatdonotdojusticetotheforcibleremovalandlong-termdetentionoftheirresidents,manyofwhomwereAmericancitizens.Whilesomerecommendusingtheterm“concentrationcamp,”othersfeelthattheJewishHolocaustatthehandsoftheNazishaschangedthemeaningofthisterm,investingitwithstrongconnotationsofmassmurderthatmakeitnolongerappropriatetoapplytotheexperienceofJapaneseAmericansinAmericancamps.Somescholarspropose“incarcerationcamp”or“prisoncamp”asthemostaccuratedesignationofthesesiteswhereresidentswerekeptforyearsagainsttheirwillunderguardandsurroundedbybarbedwire.Althoughthisresourcesetgenerallyusestheterm“incarcerationcamp,”teacherswillfindseveralsourcesaddressinglanguageandterminologyinthe“AdditionalResources”sectionandareencouragedtohelpstudentsthinkcriticallyaboutthelanguageofthepastandhowthewordsweusetodaymatter.

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hoursadaybyarmedsentries.Atnight,searchlightsconstantlysweptthegroundslookingforpotentialescapees.TheremovalprocesstookadevastatingtollonJapaneseimmigrantsandtheirJapaneseAmericanchildren.Manylosthomes,businesses,andvirtuallyeverythingthattheyhadworkedfordecadestoachieve.Abruptlyseparatedfromtheirfriendsandcommunities–andallowedtotakewiththemonlywhattheycouldcarry–familieswereconfusedandscared.ManyJapaneseAmericansweredisillusionedbyhowlittleprotectiontheirAmericancitizenshipoffered.Thoughthegovernmentmettheresidents’basicmaterialneeds,lifebehindbarbedwirewasdifficultandfarfromfulfilling.EachfamilyatAmachespentnearlythreeyearslivingtogetherinaone-bedroom“apartment.”Bathroomandbathingfacilitieswerecommunal,and,liketheirhomes,offeredpeoplelittleprivacy.Residentswaitedinlonglinesthreetimesadaytoeatmealsincrowdedmesshalls.Livinginsuchartificialconditions,andfacinganuncertainfuture,familiesfacedtremendoussocialpressures.Formany,thesestresseswereamplifiedinJanuary1943,whenthemilitaryannouncedthatJapaneseAmericancitizenswouldbeallowedtojointhemilitaryanddevisedahighlycontroversialquestionnairetoevaluatetheloyaltyofallcenterresidentseligibletoenlist.Asatotherincarcerationcenters,thisloyaltyquestionnairedividedAmache’sfamilies.Intheend,removalandincarcerationtraumatizedJapaneseAmericansandleftmanywithdeepemotionalscars.Thoughthephysicalandemotionalconditionswerefarfromideal,JapaneseAmericansdidnotsimplylanguishincamp–theyactivelyworkedtomakethebestoftheirtimeinexile.Theyusedscraplumbertobuildfurniturefortheirsparseapartmentsandplantedtreesandgardenstobeautifythegrounds.Thoseabletoworkacceptedlow-payingjobstokeepthecamprunning;manyalsoworkedastemporarylaborersonfarmsoutsidethecamp.AfterschoolswerebuiltatAmache,youngstudentsattendedclasses,whilesomeoftheiroldersiblingswereallowedtoleavetoattendcollege.Attemptingtoretainelementsofanormallife,residentsattendedreligiousservices,organizedsportingevents,wenttomoviesanddances,andputonfestivals,plays,andotherculturalevents.AftertheU.S.armychangeditsenlistmentpolicy,menandwomenfromAmachejoinedthearmedforcesandservedvaliantlyintheEuropeanandPacifictheatres.Totheircredit,JapaneseAmericansatAmachesoldieredon,and,inmanyrespects,lifeincampcontinuedonasitalwayshad–babieswereborn,menandwomencourtedandmarried,andoldermembersofthecommunitypassedon.Bytheendof1944,Americanwaswinningthewar.InDecember,theU.S.ArmyrescindedexclusionordersandannouncedthatincarcereescouldsoonreturntotheirhomesontheWestCoast.ThoughsomeAmacheresidentshadrelocatedtootherpartsofthecountryovertheprecedingtwoyears,nearly6,200peoplestillremainedinthecampbyJanuary.NewsofthedifficultemploymentandhousingsituationsinCalifornia,alongwithreportsofracialintimidationandviolence,mademanyAmacheansreluctanttoleave.AfterthecampofficiallyclosedonOctober15,1945,manyresidentsofAmachereturnedtoCaliforniatofindthattheirhomesandbusinesshadbeenvandalizedortaken.TheAmachecampitselfslowlyslippedintohistory.Barracksandotherbuildingsweredeclared“surplus”andweredismantledandauctionedoff.ThelandinandaroundthecampwassoldtothetownofGranada,andovertimenaturebegantoreclaimthetown.Thoughthephysicalmarkershavefadedovertime,theharrowingexperiencesofthosewholivedattheAmacheIncarcerationCenterstillspeaktoustoday.Beginninginthelate1970s,formerresidentsbegantomakeanannualpilgrimagetothesite.Thoughitoftenbringsbackbittermemories,manyformerresidentssaythatthejourneyshavehelpedthemheal.ThehistoryandlegacyofwartimeincarcerationatAmacheremainsanimportantpartofColoradohistory,aswellaspartofournationalnarrative.In2006,AmachewasdeclaredaNationalHistoricLandmark,andeffortstorestoreportionsofthesiteareongoing.

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Source1

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1/RemovalFromHomeRaceandCitizenshipCitationDorotheaLange,“Oakland,Calif.,Mar.1942.Alargesignreading"IamanAmerican"placedinthewindowofastore,at13thandFranklinstreets,onDecember8,thedayafterPearlHarbor.ThestorewasclosedfollowingorderstopersonsofJapanesedescenttoevacuatefromcertainWestCoastareas.Theowner,aUniversityofCaliforniagraduate,willbehousedwithhundredsofevacueesinWarRelocationAuthoritycentersforthedurationofthewar”(photograph),LibraryofCongressPrintsandPhotographsDivision,http://www.loc.gov/pictures/item/2004665381/.AnnotationThoughmilitaryplannersbasedthewartimeincarcerationofJapaneseAmericansonthefundamentallyflawedlogicof“militarynecessity,”racismalsopermeatedthedecision.LaborunionsandnativistgroupshadfordecadesarguedthattheJapanesewere“unassimilable,”anotionthatinformedaseriesofanti-JapaneselawsenactedduringthefirsttwodecadesoftheTwentiethCentury.Duringthe1910sand1920s,manywesternstatescreatedstatuesthatbarredJapanesefromowningland.In1922,theSupremeCourtruledthatJapaneseimmigrantswereineligiblefornaturalization,andin1924,CongresseffectivelybannedanyfurtherimmigrationfromJapan.LikemanyAmericansatthetime,thearchitectsoftheremovalpolicyfailedtodistinguishbetweenJapaneseimmigrantsandJapaneseAmericans(whowerelegalcitizens).TheheadoftheU.S.Army’sWesternDefenseCommand,GeneralJohnL.DeWitt,famouslydeclaredin1942,“AJap'saJap.ItmakesnodifferencewhethertheJapisacitizenornot.”Followingthislogic,allpeopleofJapaneseancestrywereenemiesandshouldberemovedfrommilitarilysensitiveareasofthecoast.Echoinghiscolleague,ColonelKarlBendetsenlateradded,“IamdeterminedthatiftheyhaveonedropofJapanesebloodinthem,theymustgotocamp.”ThedecisiontoremoveandincarcerateJapaneseAmericans,withoutdueprocess,wasaclearviolationoftheirconstitutionalrights.FormanyJapaneseAmericans,theseactionsraisedunsettlingquestionsabouttherelationshipbetweenraceandcitizenship.PhotographerDorotheaLangecapturedthispublicassertionofpatriotismbyTorasaburoMasuda,theproprietorofWantoCo.GroceryinOakland,California,inthemonthsbetweenthebombingofPearlHarborandtheforcedremovalofpeopleofJapaneseancestryfromtheWestCoast.Thesigndidnogood:theownerwasforcedtoclosehisbusinessandtakenfromOaklandalongwiththousandsofhisfellowJapanesecitizens.

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Source2a

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2/RemovalFromHomeForcedRemovalCitationDorotheaLange,NationalArchives,“SanFrancisco,California.Onabrickwallbesideairraidshelterposter,exclusionorderswerepostedatFirstandFrontStreetsdirectingremovalofpersonsofJapaneseancestryfromfirstSanFranciscosectiontobeaffectedbyevacuation.TheorderwasissuedApril1,1942,byLieutenantGeneralJ.L.DeWitt,anddirectedevacuationfromthissectionbynoononApril7,1942.”NationalArchives,Identifier536018,LocalIdentifier:210-G-A40,http://research.archives.gov/description/536018CopyofExecutiveOrderNo.5(onfollowingpages)courtesyofHistoryColorado.AnnotationTheJapaneseattackonPearlHarborexacerbatedracialanxietiesandultimatelyconvincedfederalofficialsthatanyoneofJapaneseancestrywasapotentialmilitarythreat.ByissuingExecutiveOrder9066,PresidentRooseveltgavemilitaryleadersthepowertodesignate“militarilysensitive”areasalongtheWestCoastofflimitstocertainpeople.ThoughtheorderwaswrittenbroadlyenoughtoincludepeopleofGermanorItalianancestry,onlyJapaneseimmigrantsandJapaneseAmericansweresingledoutandremovedenmasse.DrawingfromthePresident’sauthority,theArmy’sWesternDefenseCommandissuedaseriesofexclusionordersinoveronehundredcommunitiesalongtheWestCoast.Bymid-May,allpeopleofJapaneseancestrywhowouldlatercalltheAmacheIncarcerationCenterhomehadbeenremovedfromthestateofCalifornia.ThisphotoshowsCivilianExclusionOrderNo.5andinstructionsaddressedtopeopleofJapaneseancestryfortheirforthcomingremovalduringthefirstweekofApril1942,postedonabrickwallnexttoanoticeaboutairraidsheltersinSanFrancisco.Acopyofthefullinstructionsfollowsasprimarysource2B.

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Source2Bpage1

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Source2Bpage2

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Source3

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3/RemovalFromHomeCollectedBehindBarbedWireCitationClemAlbers,“Arcadia,California.MilitarypoliceondutyinwatchtoweratSantaAnitaparkassemblycenterforevacueesofJapaneseancestry.EvacueesaretransferredlatertoWarRelocationAuthoritycentersfortheduration.”April6,1942.Source:NationalArchivesandRecordsAdministration,NationalArchives,Identifier537019,LocalIdentifier:210-G-B388.Availableathttp://research.archives.gov/description/537019AnnotationBeforetheyweresenttoAmache,manyJapaneseAmericanfamiliesenduredfivemonthslivingattheSantaAnitaRacetrackinArcadia,California(thesametrackwherethelegendaryracehorseSeabiscuithadwontheSantaAnitaHandicapjusttwoyearsearlier).Inordertoaccommodate19,000peopleonshortnotice,manyoftheracetrack’shorsestableswerehastilyconvertedintolivingquarters.Despiteanattempttowhitewashthewalls,residentswholivedinthestallscouldnotescapethelingeringstenchofhorsedung.ItwasintheseassemblycentersthatmanyJapaneseAmericanscametotermswithhowtheircountrynowsawthem–asthreatstonationalsecurity.Theassemblycenters,liketheincarcerationcamps,weresurroundedbybarbedwirefencesandguardedbyarmedmilitarypolicewhostoodassentriesonelevatedwatchtowers.RuthOkimoto,whosebedwasplacednexttoanopenwindow,recalledhowthecenter’subiquitoussearchlights“robbedblacknessfrommynight.”*ThoughJapaneseAmericansweretoldthatremovalwas“fortheirownprotection,”residentscouldnotignorethefactthatthegunsandsearchlightsweretrainedonthem.ThisphotographshowsarmedmilitarypolicestandingguardononeofthewatchtowersthatloomedabovetheSantaAnitaAssemblyCenter.

*InterviewwithRuthOkimoto,April8,2011,DenshoDigitalArchives,www.densho.org[accessed1.23.2013].

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Source4

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4/RemovalFromHome“WeofColoradoAreBigEnoughandPatrioticEnoughtoDoOurDuty”Citation“PhotoofRalphCarrgivingradiospeechonJanuary8,1943.”January8,1943.PhotocourtesyofHistoryColorado,10027361.Availableathttp://www.rmpbs.org/byways/sft_governor.html.Speechtranscriptavailableat:JapaneseAmericanNationalMuseum,EnduringCommunitiesProject,http://media.janm.org/projects/ec/pdf/EC-CO-Kurtz-All.pdfAnnotation

Whenfederalofficialsfirstproposed“relocating”peopleofJapaneseancestryfromtheWestCoasttotheInteriorWest,governorsoftheaffectedstatesstronglydenouncedtheplan.Inamovethatprovedunpopularwithhisconstituents,ColoradoGovernorRalphCarrpublicallyexpressedawillingnesstocooperatewithfederalauthorities.InaradioaddresstothepeopleofColoradoonFebruary29,1942,Carrarticulatedhisstance:“Ifanyenemyaliensmustbetransferredasawarmeasure,”hedeclared,“thenweofColoradoarebigenoughandpatrioticenoughtodoourduty.”Thoughheemphasizedthathisstanceshould“notbeconstruedasaninvitation”forJapaneseAmericanstocometoColorado,manyofthosewhodidvoluntarilyrelocatetothestate,aswellasthoseincarceratedatAmache,feltwelcomeinColoradothankstoCarr’sposition.Indeed,evenafterhisspeechCarrcampaignedforracialtoleranceinColoradoandarguedthatincarceratingJapaneseAmericanswasaclearviolationoftheirconstitutionalrights.Laterthatyear,hearguedthattheconstitutionalphrase“wethepeople”appliedtoallcitizens,includingJapaneseAmericans:“WhenitissuggestedthatAmericancitizensbethrownintoconcentrationcamps,wheretheylosealltheprivilegesofcitizenshipundertheConstitution,thentheprinciplesofthatgreatdocumentareviolatedandlost.”*TranscriptofGovernorRalphCarr'sSpeechBroadcastonFebruary28,1942PeopleofColorado:Inanswertothecallofourcountry,Coloradohasdoneeverythinginherpowertoupholdthehandsofournationalleadersincarryingonthebattleforhumanity,forliberty,andforcivilization.OurpeoplehavesenttheirdearestpossessionstothetenoradozenbattlefrontswheretheStarsandStripesareleadinginthefightonsavagery,paganism,andtheworldwideimpositionofservitudeuponfreemen.Today,becauseofalackofinformationandperhapsalsobecauseofanunhappyinterpretationwhichhasbeenplaceduponcertainrumors,Coloradoasastateisthreatenedwithachargeofadisinclinationtocooperateinessentialwarefforts.Asuspicionofalackofpatriotismwhichisnotdeservedandwhichcannotbepermittedtogounansweredhasbeenraised.

*QuotedinAdamSchrager,ThePrincipledPolitician:GovernorRalphCarrandtheFightagainstJapaneseAmericanInternment(Golden,CO:Fulcrum,2008),237.

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AfewweeksagorumorscamethatalienresidentsofthePacificCoaststatesofJapaneseoriginweretobeevacuatedandperhaps3,500wouldbesenttoColorado.Fromsomeunidentifiedsourcecameanothersuggestion,probablybornofunfriendlypropagandaparentagethatCaliforniawasattemptingtodumpabothersomeproblemintoColorado'slap.ThefirstinclinationofeveryColoradanwasoneofresentment.Therewasafeelingthatwedidnotwantenemyalienswithinourborderswhomightacquirepropertyrights,whomightcompetewithColoradolabor,andwhosepresencewouldbeaconstantmenaceandthreattoourpeacefulconditionsoflife.Actingonthisfirstimpulse,manypersonsvoicedaprotestbymail,bytelegraph,and,insomeinstances,throughstatementsinthedailypress.Coloradohasbeenplacedinapeculiarandembarrassinglight.Anofficialrequesthasbeenmadeforasurveyofourfacilitiesforharboringaliensofallclasses—Italians,Germans,andJapanese.Lastweek,apresidentialorderwasissueddirectingtheestablishmentofmilitaryzonesintheUnitedStates,fromwhichanypersoncanbeexcluded.Clearly,thisrefersspecificallytotheWestCoast.InthehopethatImayassistinclarifyingthesituationbyestablishingourpositiontowardthisandothernationalproblemsandourpatriotismandsincerityofpurpose,thisannouncementismade.Coloradomustneverbechargedwithafailuretocooperateinthegravestmomentofournation'shistory.Threemonthsago,noAmericandreamedthattheJapaneseoranyotherpeoplecoulddominatethePacificbyforceofarms.Todaymanystrongholds,includingtheGibraltaroftheEastatSingapore,havefallen.Ourownships,ourownairforces,ourownarmyhavesufferedseverelosses.ThebloodofAmericansoldiersstainsthesoilofnearlyeveryislandintheFarEast.Tonight,asGeneralDouglasMacArthurandhisgloriousbandofAmericansandFilipinossetnewrecordsforbraveryandresourcefulnessintheBataanPeninsulainthefaceofterrificodds,wehavefinallycometoguesstheseriousnessofthesituation.Theenemycontrolstheveryconductoflifeineverycorneroftheworldsinceithasseizedthecountrieswhereessentialrawmaterialsareproduced.TherecanbenoquestionthattheattacksonPearlHarborandthePhilippineswereaidedbyfifthcolumnists[saboteurs].ThepotencyofthatevilorganizationhasbeenprovedineveryEuropeancountrywhichhasfallen,exemplifiedbythedesertionofFrance,asWinstonChurchilldescribedit,andtherapeofNorwayandtherest.Theoverthrowofanynationisassuredwhentheapproachofanattackingforceismadesmoothandpavedbysubversiveactivitieswithin.AlongthePacificCosttherearethousandsofpersonswhoarenotfriendlytothosethingswhichwecallAmerican.OnlyMondaynightofthisweek,thebeautifulcountrysurroundingSantaBarbarainSouthernCaliforniawasattackedbyanenemysubmarinewhichcametothesurfaceandhurledshellsatagreatsupplyofgasoline.TheenemyhasbecomesoconfidentthatheknocksattheveryfrontdoorofoneofthegreatcitiesoftheworldandattacksthemainlandoftheUnitedStates.MilitarystrategistssaythatifJavafalls,thenAustraliawillconstitutetheonlybarrierbetweenCaliforniaandtheenemy.Fifthcolumnists—ourenemies—arewithinsignalingdistanceofanyplane,anybattleship,anysubmarinewhichapproachesourcoast.AttackssimilartothatofMondaynight,fraughtwithinfinitelymoreseriousconsequences,aretobeexpectedanyminute.AndifAustralia,NewZealand,Java,andSumatrafall,weknowwhatthenextmovewillbe.WewillbeputtoittoprotectourshorelinefromCanadatoMexicoagainstthemostaggressive,themosteffective,themostdangerouswarmachinethathaseverbeenassembled.ThedefenseofCaliforniaisthedefenseofColorado,oftheUnitedStatesofAmerica,ofthecause

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oftheUnitedAllies.Itisthedefenseoftheveryfutureofthatcivilizationwhichwevalueaboveeverythingelse.IfthosewhocommandthearmedforcesofournationsaythatitisnecessarytoremoveanypersonsfromthePacificCoastandcalluponColoradotodoherpartinthiswarbyfurnishingtemporaryquartersforthoseindividuals,westandreadytocarryoutthatorder.Ifanyenemyaliensmustbetransferredasawarmeasure,thenweofColoradoarebigenoughandpatrioticenoughtodoourduty.Weannouncetotheworldthat1,118,000red-bloodedcitizensofthisstateareabletotakecareof3,500oranynumberofenemies,ifthatbethetaskwhichisallottedtous.WhenourboysarefacingthousandsofthemalongthebattlefrontsofthePacific;whenAmericansarebeingcutdownbythewitheringfireofmachineguns;whenourshipsaresunkbytreacherousplaneswhiletheirdiplomatssueforpeace,whenourveryshoresareshelledbysubmarines—Coloradowillnotcomplainbecausesheisaskedtotakecareofahandfulofundesirableswhosepresenceonthecoastmightprovethedifferencebetweenasuccessfulinvasionandthesavingofourcountry.Wedonotwelcomeanyenemyaliensfromanycountryintothisstate.Butbythesametoken,wedonotrejoicethatourboysareconscripted.Wefindnohappinessinthedailycasualtylistswhichwescanforfamiliarnameswithfearandtrepidation.Wedonotgloryinthefactthatwehavebeendrawnintothemostterriblewarfarethathumankindhaseverinvented.Thereisnopleasureinthesacrificeofgreatindustriesandthesurrenderofprivaterightsforthegoodofthenation.Infact,thereisnothingconnectedwiththiswarwhichrendersitdesirable.Butaspatriots,asAmericans,asColoradans,wesaytotheworld—wesaytoourleaders—Coloradowilldoherpartandmore.ThepeopleofColoradoaregivingtheirsons,areofferingtheirpossessions,aresurrenderingtheirrightsandprivilegestotheendthatthiswarmaybefoughttovictoryandpermanentpeace.Ifitisourdutytoreceivedisloyalpersons,weshallwelcometheperformanceofthattask.Thisstatementmustnotbeconstruedasaninvitation,however.Onlybecausetheneedsofournationdictateit,doweevenconsidersuchanarrangement.Inmakingthetransfers,wecanfeelassuredthatgovernmentalagencieswilltakeeveryprecautiontoprotectourpeople,ourdefenseprojects,andourpropertyfromthesamemenacewhichdemandstheirremovalfromthosesections.Andinthisconnection,Ithinkitisonlyfairforustoaskintheplacementofevacueesthatlocalconditionsandtheneedsofourcommunitiesbeconsulted.Sourcesofwatersupply,timbergrowth,andessentialindustrialactivitiesshouldbeconsidered.TheprotectionofwildlifeisamajorconcerninColorado.Foranunderstandingofthereasonsforthepossibleevacuationofsuchenemyaliens,letushearastorytoldbyanAmerican,aColoradogirlnowlivinginHawaii.ShewitnessedtheattackonPearlHarbor.Shesawtheawfulresultsofthoseunbelievableassassinations.Manyplanes,mannedbyJapanesepilots,wereshotdownbytheAmericananti-aircraftguns.Andthebodiesofthosepilotsshoutawarningwhichwecannotignore.Andwhenthebreakcame,whenJapanlooseditsattackonPearlHarbor,theringsandinsigniaofthegraduatingclassesofhighschoolandcollegesoftheislandsandthePacificCoastoftheUnitedStateswerefoundonthefingersofmanyoftheJapanesepilotswhofellunderAmericangunfire.AlloftheseeducatedJapanesearenotpilots,however.AllofthemarenotconfinedtothecityofTokio[sic].NordotheyconstituteallofthepeoplewhodislikeAmericansandAmerica.TheyaretobefoundwhereverthereareJapanese,Italians,andGermans—andparticularlyinCalifornia.Injusticeandfairness,letuspause

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heretospeakawordinbehalfofloyalGerman,Italian,andJapanesecitizenswhomustnotsufferfortheactivitiesandanimositiesofothers.InColoradotherearethousandsofmenandwomenandchildren—inthenationtherearemillionsofthem—whobyreasonofbloodonly,areregardedbysomepeopleasunfriendly.TheyareasloyaltoAmericaninstitutionsasyouorI.Manyofthemhavebeenhere—areAmericancitizens,withnoconnectionwithorfeelingofloyaltytowardthecustomsandphilosophiesofItaly,Japan,orGermany.Theworld'sgreatmeltingpotispeopledbythedescendantsofeverynationintheglobe.Itisnotfairfortherestofustosegregatethepeoplefromoneortwoorthreenationsandtobrandthemasunpatrioticordisloyalregardless.Thecomingoftheseevacueeswill,ofnecessity,giverisetosocialproblems,tobusinessandlaborquestions,andsimilarvexingissues.Butsurelywepossessthebrains,theresources,thesolidAmericancharacterwhichwillenableustosolvethoseproblemsproperlyandintelligently.PeopleofColorado,letusrememberthatwehaveajobtodo.Answerswhichwouldbecorrectunderordinarycircumstancesdonotapplywhenallconditionsarechanged.Weareatwar.Wemustrealizethat.Letusapproachthesesocialandeconomicproblemswithanewattitudeofmind.LetusgetthatjobdoneasquicklyaspossiblesothatourboysmaycomehomeandwemayreturntoourAmericanwayoflife.MenofColorado,ifMacArthurandahandfulofmencanholdoffhundredsofthousandsofJapaneseundertheconditionswhichtheyface,wecancontroltheconductofanylittlegroupwhichmaybesenttoColorado.Andfinally,Iurgeuponourpeoplethedangerofinflammatorystatementsandthreatsagainsttheseunwelcomeguests.Thenewspapersreportthatsomearousedcitizenshavethreatenedforceagainsttheapproachofundesirables.Inmypresencetheothermorning,ayoungmaninuniformoutedasuperiorasfavoringthefiringsquadasthesolutionofthisproblem.Suchrecklessstatementsmaybringreactionswhichweshallalwaysregret.Letitbeunderstoodthatsuchconductisnotapprovedbythecodeofhumanity.Americanshavetoogreatasenseoffairplay.Letitalsobeknownthatwedonotholdallthecardsandthatreprisalswouldbevisiteduponourownsoldiers,officers,andcitizenswhowillbetakenprisonersbeforethisisover.Letusconsiderourselvesaspartofagreatarmy,engagedinthemostrighteouswarinhistory.Nogoodsoldierinterfereswiththeactivitiesofhissuperiors.PeopleofColorado,letusallbegoodsoldiers.Letusacceptthefortunesofwarwithheadsup.Thisisasolemnaffair.Wemustapproachitinthatattitudeofmind.

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5/LifeBehindBarbedWireDislocationCitationJosephMcClelland,“EvacueesArrivingatGranadaRelocationCenter”,September1942,courtesyofJospehH.McClellandcollectionatAurariaLibrary,collectionnumberMSS-007.AnnotationHavingalreadybeenremovedfromtheirhomes,JapaneseAmericansfacedanotherdislocationinSeptember1942.ThoughgratefultoleavetheassemblycentersatSantaAnitaandMercedbehind,residentsnowboardedtrainstoanew,unknowndestinationinColorado.ManyJapaneseAmericanswereroutedthroughSaltLakeCity,whileothers,likeMaryHamano,rememberedridingtheAtchison,Topeka,andSantaFerailroadthroughtheCalifornia,Arizona,andNewMexicodesertsbeforeheadingnorthintoColorado.Thearduousthree-dayvoyagewaspunctuatedbyfrequentstopsandstartsashigherprioritytrains–deemedcriticaltothewareffort–delayedtheirpassage.WhilesomeolderJapaneseAmericanswereassignedlimitedspaceinsleepercars,mostofthepassengersspenttheuncomfortablejourneysittingandsleepinguprightonhardwoodenbenches.Bathroomfacilitieswerelimited,andconditionsinthecarswereoftenhotandstuffy.Militarypoliceofteninstructedpassengerstodrawtheshadesastheypassedthroughcitiesandtownsalongtheroute(ostensiblyfortheirownsafety).WhentheyfinallydisembarkedattheGranadatrainstation,theyconfrontedanew,unfamiliarworld.Disorientedanddislocated,they,alongwiththelimitedbelongingstheywereabletocarry,weretransportedbybustotheirnewhomeatAmache.Oncethere,thenewresidentsenduredanothertwohoursof“intake”procedures.Inascenethatartfullycapturesthechaosofremovalandconfinement,anewwaveofresidentsarriveattheGranadaIncarcerationCenter–whichwastheofficialnameforAmache–inSeptember1942.

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6/LifeBehindBarbedWire AmacheIncarcerationCenterCitationTomParker,Overviewofprefabricatedarmy-stylebarracksattheGranadaRelocationCenter,CampAmache,ProwersCounty,SoutheasternColorado,June20,1943,courtesyofDenverPublicLibrary.Availableathttp://digital.denverlibrary.org/cdm/singleitem/collection/p15330coll22/id/6859/rec/17AnnotationTheAmache(orGranada)IncarcerationCenterwasbuiltintheariddustbowlregionofColorado,whereitsnewoccupants–mainlyfromtemperateregionsinCalifornia–facedanunfamiliarlandscapelargelyvoidoftreesanddominatedbyshortgrass,sagebrush,thistle,andpricklypear.TheArmyCorpsofEngineersbeganconstructiononAmacheonJune29,1942,andresidentsweremovedinbeforeitwashalfwaycomplete.Whenfinished,the“city”measuredonemilesquareandwasdividedinto29blocks.Completelysurroundedbyabarbedwirefence,theJapaneseandJapaneseAmericanswholivedthereforuptothreeyearswerenotfreetoleave.Sellingorleavingbehindmostoftheirmaterialpossessions,Amacheresidentsweregenerallyonlyallowedtobringwhattheycouldcarry.

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7/LifeBehindBarbedWire LivinginTightQuartersCitationTomParker,“GranadaRelocationCenter,Amache,Colorado.TwodaysafterarrivalandthefirstSundayafternoonfindsthesevolunteerworkersofthefirstcontingenthavearrangedtheirbarracksascomfortablyaspossibleandarespendinganafternoonmuchinthemannerofyoungfolksanywhereelse.”August30,1942.Source:NationalArchivesandRecordsAdministration,NationalArchives,Identifier538753,LocalIdentifier:210-G-E90.Availableathttps://catalog.archives.gov/id/538753.AnnotationAmachewas,inessence,acityofmilitary-stylebarracks.Thebarracksmeasured120x20feeteach,andwereconvertedintomesshalls,recreationcenters,restroomandbathingfacilities,andresidences.Uponarrival,eachfamilywasassignedaone-room“apartment,”meagerlyfurnishedwithasinglebarelightblub,acoal-burningstove,andarmycotsforbeds.MostbarracksatAmachelackedadequateinsulation,andgapsbetweenboardsalloweddustandcoldairtoinfiltratetheapartments.Residentslackedspaceandprivacy.Theunitsweresmallbyanymeasure:familiesoffourtosixpeoplelivedforseveralyearsina16x20footroomwithnopartitionsforprivacy.Despitethesedifficultlivingconditions,JapaneseAmericanfamiliesincarceratedatAmacheadapted.Manybuilttheirownfurnitureoutofscrapelumber,anddecoratedtheirapartmentswithhand-madeadornmentsorgoodsorderedfromtheSearsCatalog.Inanattempttocreateamodicumofprivacy,manyresidentshungbedsheetsfromclotheslinestoactasmakeshiftwalls.Thisphotographshowssomeoftheearliestresidentsofastheyadjusttolivingincrampedquarters.LikeotherAmacheans,theseJapaneseAmericanstriedtoturnabarebarrackintoahomeand,asthephotographernotedinhiscaption,“havearrangedtheirbarracksascomfortablyaspossible.”

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8/LifeBehindBarbedWireMessHalls,Food,andDiminishedAuthorityCitationFrankEndo,“7KMessHall,Amache1943,”courtesyofDiscoverNikkei.Availableathttp://www.discovernikkei.org/en/nikkeialbum/items/3813/.AnnotationEachblockatAmachehadadesignatedmesshallwhereresidentssatatpicnictablestoconsumeeachoftheirthreemeals.Mealswereservedcafeteriastyle,inthreeorfourshifts,to1000to1200peopleatatime.Asaresult,incarcereesspentasignificantportionoftheirdaylineduptoeat.Thoughresidentswerehiredtopreparethefood,wartimerationing,alackofpreferredingredients,andinexperienceonthepartofthecooksleftmuchtobedesired.Oneformerincarcereebluntlydescribedthefoodas“blandbutadequate.”Thecommunaleatingarrangementshadasignificantimpactonthefamilyunitaswell:childrenoftensatbytheirfriendsratherthantheirfamilies,furtherunderminingtheauthorityoftheirparents.AmacheresidentFrankEndophotographedthepeopleofblock7Keatingtheirafternoonmealduringthewinterof1943.

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9/LifeBehindBarbedWireWorkingInandOutofCampsCitationTomParker,“OnememberofafamilygroupofformerCaliforniaresidentstoppingbeetsinafieldnearProspect,Colorado.”November5,1942.Source:OnlineArchiveofCalifornia,IdentifierVolume18SectionBWRAno.E-178.Availableathttp://www.oac.cdlib.org/ark:/13030/ft309nb0nx/?brand=oac4AnnotationThoughthegovernmentprovidedtheincarceratedpeoplewithbasicnecessities,JapaneseAmericansdidnotmerelylanguishincamp.Despitelowsalaries,alargepercentageofthemchosetoworkbothinsideandoutsideofthecamp.OperatingthetenthlargestcityinColoradorequiredatremendousnumberofworkers:manyresidentsworkedascooks,waitstaff,andhelpersinthemesshalls,whileotherskeptthecamprunningsmoothlyaspartofthepublicworksdepartment.ResidentsstaffedAmache’sadministrativeoffices,newspaper,postoffice,firedepartment,andrecreationdepartment,whileprofessionalspursuedtheirworkasdoctors,nurses,dentists,andteachers.Anotherlargecontingentoflaborersworkedontheprojectfarm,producingfoodforAmacheandothercamps.Grantedseasonalleave,manymenandwomentemporarilyleftthecamptoworkinsurroundingcommunities–thelargestpercentageofwhomaidedlocalfarmersduringthebeetharvestseason.Inthisphoto,agroupofincarcereesontemporaryleavefromAmacheworkinthesugarbeetfieldsofNortheastColorado.Thesugarextractedfrombeetswasusedinindustrialproductsdeemedvitaltothewareffort.

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Source10

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10/LifeBehindBarbedWireCampThroughtheEyesofaChildCitationTomParker,“GranadaRelocationCenter,Amache,Colorado.”December11,1942NationalArchivesandRecordsAdministration,NationalArchives,Identifier539114,LocalIdentifier:210-G-E554.Availableathttp://research.archives.gov/description/539114AnnotationThisphotographshowsagroupofboyshappilydiggingacaveontheoutskirtsofAmache.ThoughmostJapaneseAmericanchildrenadaptedremarkablytotheirnewlife,thisdepictionofchild-likeinnocenceistingedwiththeserioussocialconsequencesofincarceration.Becausethegovernmentprovidedbasicnecessitieslikefoodandshelter,theauthorityofparentsbegantodiminishintheeyesoftheirchildren.Fathersandmothersstruggledtomaintainfamilyunityaspeergroupsoftenreplacedparentsasthedominantmoralinfluence.Thoughschoolswereestablishedinalloftheincarcerationcamps,childrenhadfewofthechorestheymayhavebeenresponsibleforinanormalhomesettingandlesssupervisionfromparentswhowerebusywithcampjobs.Outsideoftheclassroom,childrenincamphadanatypicalamountoffreedomandfreetimethatmanyincarcereesfeltweakenedtraditionalfamilystructures.SometeenagersatAmachejoinedgangsandengagedinbullying,vandalism,andpettytheft;otherchildrenavoidedmischiefbychannelingtheirenergyandsparetimeintosports,schoolclubs,andjobs.

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11/LifeBehindBarbedWire SportingEventsandCommunityRelationsCitation11AGeorgeOchikubo,“HighschoolfootballgameatGranada(Amache)concentrationcamp,Colorado.”November11th,1943,DenshoDigitalRepository,courtesyoftheGeorgeOchikuboCollection.Availableatwww.densho.org,http://ddr.densho.org/ddr/densho/159/248/.11BLettercourtesyofHistoryColoradocollection.11CLettercourtesyofHistoryColoradocollection.AnnotationThoughtheylivedbehindbarbedwire,sportingeventsbestowedasenseofnormalcyontheresidentsofAmache.Youngboysandgirlsparticipatedinavarietyofsportsincamp,includingbasketball,football,baseball,softball,andvolleyball.Onoccasion,teamsfromAmacheevencompetedagainstteamsfromlocalcommunities.MorethanjustprovidingcompetitionforJapaneseAmericanyouth,sportingeventspromotedinteractionbetweenAmacheresidentsandtheirneighbors.Forthemostpart,thisinteractionpromotedincreasedunderstandingandtolerancebetweenthetwocommunities.Insomecases,however,sportingeventsdemonstratedhowracialintolerancecontinuedtopermeatesomeColoradocommunities:inNovember1944,forexample,severalparentsoftheWileyHighSchoolfootballteamrefusedtolettheirsonsplayateamofJapaneseAmericans,forcingthegametobecancelled.Wiley’sprincipal,Dr.Garrison,cametoAmachetoexplaintostudentswhythegamehadbeencancelled.Inresponse,manystudentswroteDr.Garrisonlettersexpressingtheirfeelings.KenNakatagama,amemberoftheAmacheteam,wrote:“Ratherthanfeelingdisappointedoverthewasteofourmanypractices,Iamrathermoredisappointedinthe5boys’parentswhowouldnotpermittheirsonstoplayagainstusbecauseweareJapaneseAmericans....Ihopethatinthenearfuturewecangettoabetterunderstandingwiththemandbeabletogoaboutengaginginathleticactivitieswithouthavinganyoneopposingbecauseofraceorcolor.”ThisphotoshowstheAmacheHighSchoolfootballteamtakingonHollyonNovember11,1943atthecamp.Onthisplay,AmachequarterbackTokKunimotoranasneakforafourteen-yardgainenroutetoa6-0win.Photographer:GeorgeOchikubo.CourtesyoftheGeorgeOchikubocollectionatHistoryColorado.

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LetterTranscriptsSource11B

November9,1944DearDr.Garrison,FirstofallIwanttothankyouforcomingtotalktoustoday.ItwasniceofyoutotaketimeoutfromyourworktoexplainwhyWileycancelledthegame.Asyouknowwewerealldisappointedandnothingcouldcurethatbutitcertainlymadeallofusfeelbetterafteryourtalk.Iknowthatyou,Mr.Walther,Mr.Drummondandthefacultyaredoingallyoucantohelpusandwereallyappreciateit,andnomatterhowhardwetriedwecouldn’tthankyouenough.Ifthisracediscriminationisbeatenwewouldhavepeoplelikeyoutothankforit.Ithinkyouwererightinsayingthatwemusttrytoplayallofourgamesinourown“backgyard”asyousaid.Itwouldpreventusfromrunningintothesamekindoftroubleandfrombecomingmorenarrowmindedtowardtheattitudeofthepeople.Iknowaswellastherestofthestudentsatschoolthatwehavemorefunplayinganotherschool,butIamsurethatwecanhavejustasmuchfunwitheveryone’scooperationrighthereinAmache.WeNiseiareveryluckycomparedtothetreatmentthatthenegroeshavebeenreceiving.Iknowwehavenothingreallytocomplainabout.Withsomanypeopleandorganizationstryingtohelpusweshouldfeelgratefulandprovetothemthattheyweren’twastingtheirtimeandeffort.Ithankyouagainforyourtalk.Sincerely,AsterFujikawaSource11CSup’tofAmacheHighDr.Garrison,Westudentsappreciatethesinceredesireofthefacultyandyoutohelpeliminatesuchprejudicessurroundingcommunities.TheWileygameprovedaverydisappointingfactor,butifsolongaswecombatthesourceofprejudicesuchasyouandmanyothersaredoingwecansoonerorlatergetridofracehatred.ButbyplayinggameswithotherschoolsandassociatingmorewithCaucasiansthiswinter,byestablishingfriendlyattitudes,andsportsmanship,wouldn’titbeaspeedierwayofeliminatingprejudice?TomKinoshita

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Source12

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12/LifeBehindBarbedWire ReturningHomeCitationHikaruIwasaki,“GranadaRelocationCenter,Amache,Colorado.ShuichiYamamoto,lastAmacheevacueetoleavetheGranadaProjectRelocationCenter,says"Goodbye"toProjectDirectorJamesG.Lindley,asWarRelocationAuthoritycampisofficiallyclosedOctober15,1945.Mr.Yamamoto,65yearsofage,isreturningtohisformerhomeinMarysville,California.”October15,1945.Source:NationalArchivesandRecordsAdministration,NationalArchives,Identifier539903,LocalIdentifier:210-G-K382.Availableathttp://research.archives.gov/description/539903AnnotationFollowingnearlythreeyearsofexile,thearmyannouncedthatJapaneseAmericanswouldbeallowedtoreturntotheirhomesbeginninginJanuary1945.Overthecourseofthespringandsummer,mostofAmache’sresidentsmadetheirwaybacktoCalifornia,wheresomefoundthattheirhomesand/orbusinesseshadbeenvandalizedorlost.NotallchosetoreturntoCalifornia–manyremainedinColoradoorsettledinothercommunitiesintheInteriorWest.AlongwithChicagoandSaltLakeCity,DenverbecamehometoavibrantJapaneseAmericancommunityformanyyearsfollowingthewar.CampAmacheitselfwasquicklydisassembledfollowingthewar.Someofthebarracksandotherbuildingsweredismantledandsold,including40buildingsthatwerepurchasedbytheLaJuntaSchoolDistrict;mostofthecamp’sstructuresweredemolished.JustasthephysicalmarkersoftheAmachecampdisappeared,sodidthememoryofincarcerationformanyAmericans.Inthisphotograph,65year-oldShuichiYamamoto–thelastincarcereetoleavetheAmachecamp–shakeshandswiththeprojectdirector,JamesLindleyonOctober15,1945.

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13/TheMeaningofFreedom,Citizenship,andLoyalty“America,OurHopeisinYou”CitationSource13AMarionKonishi,“America,OurHopeisinYou”.June25,1943.DonaldT.HornCollection,ColoradoCollegeTuftLibrarySpecialColletions.Availableathttp://www2.coloradocollege.edu/library/specialcollections/image/Konishispeech.pdfSource13BDepartmentoftheInterior,WarRelocationDepartment,“GranadaRelocationCenterAmache,Colorado.AmacheHighSchoolgraduation.”January23,1945.Source:NationalArchivesandRecordsAdministration,NationalArchives,Identifier539610,LocalIdentifier:210-G-K382.Availableathttp://research.archives.gov/description/539610AnnotationWhilemanyJapaneseAmericansultimatelycametotermswiththeinjusticeoftheirincarceration,otherswereleftdisillusionedbytheirexperiencesduringthewar.Forcedremovalandconfinementcausednearlyalltoponderthemeaningofcitizenshipandtherealityofconstitutionalrights.InJune1943,seventeen-year-oldGranadaHighSchoolvaledictorianMarionKonishideliveredthecommencementspeechtohergraduatingclass.TranscriptOneandahalfyearsagoIknewonlyoneAmerica—AnAmericathatgavemeanequalchanceinthestruggleforlife,liberty,andthepursuitofhappiness.IfIwereaskedthen—“whatdoesAmericameantoyou?”—Iwouldanswerwithouthesitationandwithallsincerity-“Americameansfreedom,equality,securityandjustice.”TheothernightwhileIwaspreparingforthisspeech,Iaskedmyselfthesamequestion–“WhatdoesAmericameantoyou?”Ihesitated–Iwasnotsureofmyanswer.IwonderedifAmericastillmeansandwillmeanfreedom,equality,security,andjusticewhensomeofitscitizensweresegregated,discriminatedagainst,andtreatedsounfairly.IknewIwasnottheonlyAmericanseekingananswer.ThenIrememberthatoldsaying–Alltheanswerstothefuturewillbefoundinthepastforallmen.Sounmindfulofthesearch-lightsreflectinginmywindows,Isatdownandtriedtorecallallthethingsthatweretaughttomeinmyhistory,sociology,andAmericanlifeclasses.ThisiswhatIremembered:AmericawasborninPhiladelphiaonJuly4,1776,andfor167yearsithasbeenheldasthehope,theonlyhope,forthecommonman.Americahasguaranteedtoeachandall,nativeandforeign,therighttobuildahome,toearnalivelihood,toworship,think,speak,andactashepleased—asafreemanequaltoeveryotherman.

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Everyrevolutionwithinthelast167yearswhichhadforitsaimmorefreedomwasbasedonherconstitution.Nocryfromanoppressedpeoplehasevergoneunansweredbyher.Americafroze,shoeless,inthesnowatValleyForge,andbattledforherlifeatGettysburg.Shegavetheworlditsgreatestsymbolsofdemocracy:GeorgeWashington,whofreedherfromtyranny;ThomasJefferson,whodefinedherdemocraticcourse;andAbrahamLincoln,whosavedherandrenewedherfaith.SometimesAmericafailedandsuffered.Sometimesshemademistakes,greatmistakes,butshealwaysadmittedthemandtriedtorectifyalltheinjusticethatflowedfromthem.InoticedthatthemajortrendinAmericanhistoryhasbeentowardsequalityandfairplayforall.AmericahoundedandharassedtheIndians,thenrememberingthesewerethefirstAmericans,shegavethembacktheircitizenship.SheenslavedtheNegroes,thenagainrememberingAmericanism,shewroteouttheEmancipationProclamation.ShepersecutedtheGerman-AmericansduringtheFirstWorldWar,thenrecallingthatAmericawasbornofthosewhocamefromeverynationseekinglibertyandjustice,sherepented.Herhistoryisfullorerrors,butwitheachmistakeshehaslearnedandhasmarchedforwardonwardtowardagoalofsecurityandpeaceandasocietyoffreemenwheretheunderstandingthatallmenarecreatedequal,anunderstandingthatallmenwhatevertheirrace,color,orreligionbegivenanequalopportunitytoservethemselvesandeachotheraccordingtotheirneedsandabilities.Iwasonceagainatmydesk.True,Iwasjustasmuchembitteredasanyotherevacuee,butIhadfoundinthepasttheanswertomyquestion.IhadalsofoundmyfaithinAmerica—faithintheAmericathatisstillaliveinthehearts,minds,andconsciencesoftrueAmericanstoday—faithintheAmericansportsmanshipandattitudeoffairplaythatwilljudgecitizenshipandpatriotismonthebasisofactionsandachievementsandnotonthebasisofphysicalcharacteristics.CanwethegraduatingclassofAmacheSeniorHighSchool,stillbelievethatAmericameansfreedom,equality,securityandjustice?DoIbelievethis?Domyclassmatesbelievethis?Yes,withallourhearts,becauseinthatfaith,inthathope,ismyfuture,ourfuture,andtheworld’sfuture.

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14/TheMeaningofFreedom,Citizenship,andLoyalty TheLoyaltyQuestionnaireCitationTomParker,“SergeantRobertI.Bischoff,amemberofaspecialrecruitingdetail,senttotheGranadaRelocationCenter,wherepersonsofJapaneseancestryevacuatedfromwestcoastdefenseareasareresiding,explainstwopertinentquestionsinanarmyrecruitingformtoMineowHanada,22,aformerresidentofColusa,California.”February10,1943.Source:OnlineArchiveofCalifornia,IdentifierVolume18SectionAWRAno.E-742.Availableathttp://www.oac.cdlib.org/ark:/13030/ft8c6008b0/?docId=ft8c6008b0&brand=oac4&layout=printable-detailsAnnotationHopingtorecruitJapaneseAmericanvolunteersforthearmy,aswellastoenticeresidentstoresettleoutsideofthecenters,federalofficialsadministeredaquestionnairetoallincarceratedadultsinFebruary1943.Questions27and28,designedtodetermineone’sloyaltytotheUnitedStates,werethefocalpointofthequestionnaire:• Question27:AreyouwillingtoserveinthearmedforcesoftheUnitedStatesoncombatduty,whereverordered?

• Question28:WillyouswearunqualifiedallegiancetotheUnitedStatesofAmericaandfaithfullydefendtheUnitedStatesfromanyandallattackbyforeignordomesticforces,andforswearanyformofallegiancetotheJapaneseEmperororanyotherforeigngovernment,power,ororganization?

The“loyaltyquestionnaire”(asitwaslatercalled)generatedconfusionandcrisiswithintheincarcerationcamps,includingAmache.ManyJapaneseAmericansansweredquestions27and28with“yes,yes”hopingitwoulddemonstratetheirloyaltytotheUnitedStates;othersstruggledwiththemeaningof“loyalty”toanationthathadblatantlydisregardedtheirrightsascitizens.Japaneseimmigrants,whobylawwerenotallowedtobecomenaturalizedcitizens,worriedthatanswering“yes”toquestion28wouldleavethemwithoutcitizenshipinJapanortheUnitedStates.Individualmemberswithinfamiliesoftendisagreedontheiranswers,andworriedthatinconsistentanswerswithinthefamilywouldcausethemtobesegregatedfromlovedones.Asaresult,someloyalJapaneseAmericanschose“no,no.”ThesefearswererealizedwhentheWRAtransferred125individualswhohadanswered“no,no”fromAmachetotheTuleLakeSegregationCamponSeptember16,1943.Inthisphotograph,AmacheresidentMineowHanada(22years-old)discusseshisanswerstothequestionnairewitharmyrecruiterSergeantRobertI.Bischoff.

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Source15,page1

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15/TheMeaningofFreedom,Citizenship,andLoyalty “IHaveKnownNoOtherNation”CitationTadaoMukaikata,“Letterregardingdeclinationofrepatriation,”1944.CourtesyoftheHelenAmermanManningCollection,DenshoDigitalRepository.Availableatwww.densho.org,http://ddr.densho.org/ddr/densho/171/212/.AnnotationThe“loyaltyquestionnaire”deeplydividedtheJapaneseAmericancommunity,andevenindividualfamilies.Thoughgovernmentofficialsconceivedthequestionnaireasasimple,straightforwardtestofallegiance,JapaneseimmigrantsandtheirAmerican-bornchildrenstruggledtomakesenseofthequestionnaire’simplications.Understandingtheuntenablepositionoftheirparents,youngJapaneseAmericansweretornbetweenaffirmingloyaltytotheonlycountytheyhadeverknownandriskingpermanentseparationfromtheirfamilies.Hopingtokeepthefamilytogether,someyoungpeopleappliedforrepatriation(definedasreturningtoone’scountryoforiginorallegiance)toJapan.InaletterdirectedtotheU.S.StateDepartmentin1944,19year-oldTadaoMukaikataofAmacheexplainswhyheinitiallyappliedforrepatriation,onlytolaterreversehisposition.Originallyhefeltresponsibletotakecareofhisagingparents.“Beingboundby…familyresponsibility,Iwasimpelled,notcompelled,toultimatelyapplyforexpatriation,”heexplained.“Iamobligatedtomyfamilyandhaveaprofoundrespectandesteemformyparents.”Tornbetweenloyaltytohisfamilyandcountry,helaterrecognizedtheseriousnessofthesituation.“Aftercarefuldeliberationandthinking,IcametotheconclusionthatImustreversemydecision.IhaveknownnonationotherthantheUnitedStates.”TranscriptThefollowingisanexplanationofmyapplicationfordeclinationofrepatriation:Envelopedbythewar’sfuryaremanyvictimsofunfortunatecircumstancesandsorrows.Thestrainofwarhasputme(TadaoMukaikata)inapeculiaranddisturbingsituation.Thedisturbingsituationisthis:WhilebeinginternedinSantaAnitaAssemblyCenter,myfamilyappliedforrepatriationhoping,too,thatIwouldactinaccordancetothetruemannertheirmindisaffected.Itisahumaninstinctformyparentsaswellasallisseitohaveaslightwarmspotfortheirnativecountry,Japan.Theyhavebeenrearedinanentirelydifferentatmospherefromours.However,thatdoesnotmeanintheslightestthattheyareungratefulandunappreciativetothetastesofthefruitswhichthisnationhasboreforthem.Theybeingimpartialandknowingthatmyeducationandidealsdifferfromtheirs,didnotinanywayinfluenceorcompelmetoapplyforexpatriation.Althoughfamilyconditionsalmostpressedmetoadoptmyparent’scourseatthattimeIcouldnotcommitmyselftosuchanactsincemyideasarethoroughlyAmericanized.AfterbeingrelocatedtoGranadaCenter,repatriationmattersagainconfrontedme,andIfoundmysituationmoreintensified.Iamnow19yearsofageandbeingtheoldestofthethreechildren,Iamresponsibleinmaintainingfamilyharmonyandsolidarity.Sincemyfamilyalreadyrequestedrepatriationitmeantmy

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separationfromthem.Thefutureaspectsofmyfamilygrowingdimmeranddoubtfulwiththeprogressoftime,Ibecameverymuchconcernedoverthem.Myparentsareunfittodoheavyworkandareinnoconditiontosustaintheentirefamily.Mysister13yearsofageandmybrother,age7,cannotassumeresponsibilitiesandaretooyoungtosupportthefamily.FacedwiththisirritatingsituationIwasseizedwiththeinstinctiveselfishnessofanyordinarymantothinkandconsiderthesafetyandsolidarityoffamilyrelationship.Beingboundbythisfamilyresponsibility,Iwasimpelled,notcompelled,toultimatelyapplyforexpatriation.Iamobligatedtomyfamilyandhaveaprofoundrespectandesteemformyparents.However,thoughIrespectandadmirethemimmensely,Ihaveamindofmyown,andithasalwaysbeenratheraninnateinstinctofmetoactaccordingtowhatIbelieveisright,ofcourse,afteracarefulprocessofthinkingandweighingbothsidesofthequestion.Theloyaltyregistrationwhichtestedtheloyaltyofevacuees,provokedmypositionmore.BeinganexpatriateIcouldnotansweryestoquestionnumber28(meaningthepledgeofallegiancetotheUnitedStatesandseveringallrelationshipwiththeJapaneseEmperor).IwouldbecontradictingmyselfifIansweredyessincemyfuturehomewouldbeinJapan,beinganexpatriate.IcouldnotalsoanswernobecauseIharbornodetrimentalandsubservicethoughtsofthisnation.Ididnotexpatriatethroughanactofdisloyaltybutbecauseofbearingfamilycircumstances.Insteadofansweringyesorno,Idefinedmysituationandreasonsofexpatiation.However,myresponsewasacceptedasanegativeone.Thisdepressedmegreatlyandaftercarefuldeliberationandthinking,IcametotheconclusionthatImustreversemydecision.IhaveknownnoothernationthantheUnitedStates.Ihavebeenborn,reared,andeducatedinAmericaninstitutions.MymindhasabsorbedAmericaninfluenceandidealsoffreedom.AndIwouldlikeverymuchtocontinueresidingintheatmosphereoftheseideals.ThusIentreatinprofoundsincerityforthecancellationofexpatriation.Itismyferventdesirethatyourimpartialityandsenseoffairnesswillmotivateyoutoconsidermysincerityandactinaccordancewithtruejusticeofreinstatingmeasacitizenofthisnation.

___________________________SignedbyaresidentofGranada

RelocationCenter,Amache,Colo.

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Source16

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16/TheMeaningofFreedom,Citizenship,andLoyaltyUltimateSacrificeCitationHikaruIwasaki,“GoldstarsareherebeingpresentedbyK.Okura,USOrepresentative,tomotherswhosesonswerekilledinaction.Thispresentationwasmadeinthehighschoolauditorium,”April21,1945.Source:OnlineArchiveofCalifornia,IdentifierVolume53SectionFWRAI-865.Availableathttp://www.oac.cdlib.org/ark:/13030/ft6w100763/?docId=ft6w100763&brand=oac4&layout=printable-detailsAnnotationDespitetheirincarceration,manyJapaneseAmericanschosetoservetheircountryduringWorldWarII.Nearly10percentofallAmacheans,infact,eventuallyservedinthearmedforces–thehighestpercentageofanyoftheincarcerationcamps.WomenvolunteeredfortheWomen’sArmyCorpsandtheNursesArmyCorps,whilemenservedinthe442ndRegimentalCombatTeam,the100thInfantryBattalion,andtheMilitaryIntelligenceService.TheJapaneseAmericanunitsdisplayedextraordinaryvaloronthebattlefield,andbecameoneofthemostdecoratedcombatgroupsinU.S.militaryhistory.Intotal,956menandwomenfromAmacheservedintheU.S.military.NoteveryJapaneseAmericanwascomfortableservinganationwhohadincarceratedthem.SomeincarcereesatAmacheprotestedthe1944draft,andpublicallydemandedthatthegovernmentrecognizetheirrightsascitizens.ThoughmostyoungNiseiultimatelycompliedwithdraftorders,thirty-onewereconvictedofdraftevasion.Inaterribleirony,manyyoungJapaneseAmericansdiedevenastheirparentsremainedincarceratedinAmericancamps.Thirty-onesoldiersfromAmachemadetheultimatesacrificefortheircountry.Inthisphotograph,K.Okura,arepresentativeoftheUnitedServiceOrganization(USO),presentsgoldstarstomotherswhosesonswerekilledinaction.

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Source17

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17/AmacheTodayBridgingPastandPresentCitationAdecorativefootbridgeoveragardenpondatAmachebuiltbyresidentsasitappearedduringthecamp’syearsofoperationandmorerecently.PhotoscourtesyofHistoryColoradocollection.AnnotationInthedecadesafterthecampclosed,natureslowlyreclaimedthe593-acresite.Nativegrasses,sagebrush,andpricklypearcactusgrewbetweenthenakedfoundationsofthecamp’sonceteamingbarracks,messhalls,andschools;formanyyears,emptyconcretebasins,riverrocks,andtheskeletonofanarchedbridgewereallthatremainedofelaborategardensandkoipondsbuiltbyresourcefulresidents.Likethephysicalmarkersofincarceration,memoriesoflifeinthecampsalsoslippedintotime–incarcerees,likemostAmericans,wereeagertoforgetwhathadhappenedinAmache.Thoughthecamp’sdeterioratingremainsserveasaphysicalreminderofforcedremovalandincarceration,manyAmericans,includingformerincarcerees,feelthatitisimportanttopreservetheAmachesitesothatfuturegenerationsofAmericanswillnotforgetthisepisodeinhistory.Today,therearemanygroupswhoareworkingtorecoverpartsofAmache’sphysicalandhistoricalpast.Since1976,formerincarcereeshaveparticipatedinanannualpilgrimagetoAmache.Oftenbringingtheirchildrenandgrandchildren,thepilgrimagehasbecomeawayforJapaneseAmericanstoremembertheirincarceration,honorthedead,andinsomecases,tohealfromapainfulpast.LedbyteacherJohnHopper,studentsfromnearbyGranadaHighSchoolhaveworkedtorestoreandmaintainportionsofthesite,includingthecamp’scemetery;knownastheAmachePreservationSociety,Hopperandhisstudentsalsooperatealocalmuseumandfacilitateapublicoutreachprogramtoeducatelocalcommunitymembersandvisitorsaboutthehistoryofincarceration.BonnieClarkandstudentsinDenverUniversity’sDepartmentofAnthropologyalsoconductfieldresearchatAmache,helpingtorecoverandpreservephysicalartifactsthatdocumentthelivesofthecamp’sformerresidents. NationalandstateorganizationsarealsoworkingtorecoverandpreserveAmache’spast.In1994,theNationalParkServicelistedAmacheonitsNationalRegisterofHistoricalPlaces,andin2006,designateditasaNationalHistoricLandmark.Today,visitorstoAmachearegreetedbyaseriesofinterpretivekiosks,andcanviewthecamp’smonumenttofallensoldiersandcemetery.FundedbytheParkService’sJapaneseAmericanConfinementSiteGrantProgram,theFriendsofAmache,theNationalTrustforHistoricPreservation,andColoradoPreservation,Inc.,andotherorganizationshavereconstructedthecamp’siconicwatertowerandoneofguardtowers.Effortstorestorethesiteareongoing:inJune2015,volunteersbeganlayingthebrickfloorforaformerbarrackbuildingthatwillsoonberestoredandreturnedtoblock12H.Supportersoftheseandotherrestorationeffortshopetoeventuallyreconstructacompletecityblockatthesite,thusenablingvisitorstohaveamoretactileandmeaningfulinteractionwithAmache’scomplicatedpast.

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AdditionalResourcesWebsitesColoradoStateArchives:http://www.colorado.gov/dpa/doit/archives/wwcod/granada.htmAmachePreservationSociety:www.amache.orgUniversityofDenverMuseumofAnthropology:http://www.du.edu/behindbarbedwire/welcome.htmlBooksandArticlesRogerDaniels,PrisonersWithoutTrial:JapaneseAmericansinWorldWarII(NewYork,NY:HillandWang,2004).

RobertHarvey,Amache:TheStoryofJapaneseInternmentinColoradoDuringWorldWarII(Lanham,MD:RobertsRinehartPublishers,2004).

MelynJohnson,“AtHomeinAmache:AJapaneseAmericanRelocationCampinColorado,”ColoradoHeritage1(1989).

ValerieMatsumoto,FarmingtheHomePlace:AJapaneseCommunityinCalifornia,1919–1982(Ithaca,NY:CornellUniversityPress,1993).

AdamSchrager,ThePrincipledPolitician:TheRalphCarrStory(Golden,CO:FulcrumPublishing,2008).WilliamWei,“‘TheStrangestCityinColorado’intheAmacheConcentrationCamp,”ColoradoHeritage(Winter2005).

GregRobinson,AfterCamp:PortraitsinMidcenturyJapaneseAmericanLifeandPolitics(Berkeley:UniversityofCaliforniaPress,2012).

FilmsDonDexter,CampAmache:TheStoryofAnAmericanTragedy(WolfRiverProductions,2006).YoungAdultBooksBarryDenenberg,TheJournalofBenUchida:Citizen13559MirrorLake(NewYork,NY:Scholastic,1999).ColoradoHumanitiesSeries,GreatLivesinColoradoHistoryEEDuncan,RalphCarr:DefenderofJapaneseAmericans(Palmer,CO:FilterPress,2011).JerryStanley,IamanAmerican:aTrueStoryoftheJapaneseInternment(NewYork,NY:Crown,1994).JulieOtsuka,WhentheEmperorWasDivine(NewYork,NY:RandomHouse,2002).KenMochizuki,BaseballSavedUsYoshikoUchida,TheBraceletAdditionalEducationalResourcesTeachingtheJapaneseAmericanExperience:AnEducator’sToolKit,JapaneseAmericanNationalMuseum,http://www.janm.org/education/toolkit/

EnduringCommunities:ColoradoCurriculumUnits,JapaneseAmericanNationalMuseum,http://www.janm.org/projects/ec/curricula/co/

OnLanguageandTerminologyRogerDaniels,“WordsDoMatter:ANoteonInappropriateTerminologyandtheIncarcerationoftheJapaneseAmericans,”inLouisFisetandGailNomura,eds,NikkeiinthePacificNorthwest:JapaneseAmericansandJapaneseCanadiansintheTwentiethCentury(Seattle:UniversityofWashingtonPress,2005),183-207.Availableonlineat http://www.nps.gov/tule/forteachers/upload/RDaniels_euphemisms.pdf.

Densho.org,“ANoteonTerminology,”http://www.densho.org/default.asp?path=/assets/sharedpages/glossary.asp?section=home

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JapaneseAmericanCitizensLeague,PowerofWordsHandbook:AGuidetoLanguageAboutJapaneseAmericansDuringWorldWarII(2013).Availableonlineathttps://jacl.org/education/power-of-words/.

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TeachingStrategies GeneralInstructionalStrategiesforusingprimarysourcesinclassroomsfollowedbygrade-level-targetedsuggestionsforessentialquestions,inquiryquestions(includingwritingpromptsanddiscussionstarters),activities,andassessmentsalignedtospecificstateacademicstandardsfor4thgrade,8thgrade,andhighschool.4thGradeEssentialQuestions:

• HowareeventsinU.S.andworldhistoryconnectedtoeventsinColorado?• HowhavedifferentpeopleleftanimpactonthestateofColorado?• InwhatwaysdoweseeColorado’shistoryreflectedinthestatetoday?• Howdodecisionsandactionsimpactsociety?

InquiryQuestions(writingpromptsordiscussionstarters):

• WhywoulddifferenttermsbeusedfordescribingplaceslikeAmache(i.e.:“relocationcenters,”“internmentcamps,”and“concentrationcamps”)?Howcouldanameimpactpeople’sopinionofthesecamps?

• WhatconflictingemotionsmightaJapanese-AmericanfeeltowardstheUnitedStates?• WhydoyouthinkColoradoagreedtohaveCampAmachebuiltwithinitsborders?• WhatisthethemeormessagethatAmacheandtheimprisonmentofJapanese-Americanscanteach

today’sColoradoresidents?Activities:Warmup/quickactivities

• Choosearandomsourcefromthesettoanalyzeusingthe“CropIt”method.http://teachinghistory.org/teaching-materials/teaching-guides/25697

• StudentscandoaquickPrimarySourceInvestigation(http://www.loc.gov/creativity/hampson/workshop/psiorganizer.pdf).Ideally,oneprimarysourcewouldbe“investigated”atthebeginningofeachlessontoprovideforaquickintroductiontothelessonslistedbelow.

Lessonactivities• Readthefollowingbookstostudentspriortoaccessingprimarysourcestoprovidebackground

knowledgeandpersonalconnectionstotheJapaneseinternmentcamps:o TheBraceletbyYoshikoUchidao BaseballSavedUsbyKenMochizuki

• IfyouareunabletovisittheHistoryColoradoCenter,visittheironlineAmacheexhibitwithstudentsathttp://exhibits.historycolorado.org/amache/amache_home.html.

• UtilizetheLibraryofCongress’recommendationsforanalyzingprimarysourceshttp://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Primary_Sources.pdfTodothis,studentsshouldeitherreceiveacopyofaprimarysourcethattheywillbeanalyzing,oracopycanbeprojectedtotheentireclass.Eachstudentshouldhavethreepost-itnoteswheretheycanwriteobservations,reflections,andaquestions.Aftertheyhavedonethis,theycanposttheirnotesinthreedesignatedplaces(i.e.:abulletinboard,whiteboard,chartspaper,etc.)Theteachercanthengothrougheachstepofanalyzingwithstudentsanddiscusscommonalities.Followingtheobservation

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stage,theteachermaywanttoprovidestudentswithmorebackgroundknowledgeaboutthesource.Afollowupactivitymayinvolvehavingstudentsresearchtheirquestionsinmoredepth.

• Asaclass,studentscancreateaprimarysourcetimeline.Thisprocesscouldstartwithdatesofnational

importancewhichmayincludethedatesofWorldWarII,theattackonPearlHarbor,etc.Thenstudentscangothroughtheprimarysources,andaddthemtothetimeline(teachersmayhavethestudentsorganizetheinformationaccordingtotheirassessmentofthechronologyfirst,thengobackandfixthetimelinesoitcorrespondswithactualevents.Thiscouldbeaninformalassessmentofhowwellstudentsareanalyzingsources,iftheyunderstandchronologicalorder,etc.).Studentscanputthedocumentsonthetimeline,thenwriteacaptionintheirownwordstosummarize.

• TohelpstudentsunderstandwhatlifewaslikeatAmache,theycouldfirstreviewprimarysources#5-

#12.ThenstudentscouldparticipateinavarietyofactivitiestohelpthemunderstandjusthowdifficultthisprocesswouldhavebeenforJapanese-Americancitizens.Activitiescouldinclude:

o Creatingapackinglistofwhattheycouldhavetakenwiththem.o Mappingoutthesizeofaroomorbarracksusingthedimensions,thentryingtofitthecorrect

numberofresidentsinsidethespaceo Readingthroughthepropagandaandforcedremovalposters(source#2)o Creatingadailyscheduleoflifeatcampo Followingtheactivities,studentsshoulddiscusstheirexperiencesandsharehowthecitizens

ofCampAmachemusthavefelt.Trynottoletthemfocusonwhetheritwasrightorwrong,butmoreonwhatthisexperiencecanteachusabouthowreactinthefuture.

• StudentscandoaquickbiographystudyofRalphCarrtouncoverhislegacy.ThebookseriesGreatLivesinColoradoHistoryisanexcellent4thgradeleveltextforthis.StudentscouldreadhisbiographyRalphCarr:DefenderofJapaneseAmericans,reviewhisspeech(source#4),andwatchhttps://www.youtube.com/watch?v=OBJttisMtqw.Then,studentscouldcreateprotestsignsthatinfavoroforcondemningRalphCarr’sdecisions.Studentswouldthenpresenttheirsignstotheclassexplainingeachperspective.TheycouldalsowriteamocknewspaperarticleexplainingCarr’sspeechandactionsusingPrintingPress(http://www.readwritethink.org/files/resources/interactives/Printing_Press/).

• Loyaltyandcitizenshipcouldbegreatdiscussiontopics.Usingsources1and14-16,studentscouldtaketheLoyaltyQuestionnaire,(orsomethingsimilar)sotheycouldbetterunderstandwhattheJapaneseAmericancitizensexperienced.Theteachercouldthenleadadiscussionaboutimportantvocabularytermslikesegregation,discrimination,andprejudice.StudentscouldthendoaroleplaywheredifferentgroupshavetoexplainthedifferingpointsofviewontheissueoftakingtheLoyaltyQuestionnaire.ImportantperspectivestoconsidermightincludetheU.S.Government,JapaneseAmericancitizens,families,JapaneseGovernment,etc.Theteachershouldemphasizeansweringthequestion,“Howdodecisionsandactionsimpactsociety?”

Assessments(alignedtospecificstateacademicstandardsforyourgradelevel):

• ToassessHistoryStandard1and2studentscouldcompleteacauseandeffectassessmentwherebytheywouldbeexpectedtoutilizetheprimarysourcedocumentstoidentifyspecificcausesandeffectsofamainevent.Agraphicorganizercouldbeusedtoassessavarietyofconcepts(seebelow).Themaineventcouldbeadjustedaccordingtodesiredconcepttoassess,including:

o CampAmachewasbuiltduetofederallegislation.o GovernorRalphCarrvolunteeredtohouseCampAmacheinthestateofColorado.o ThousandsofJapanese-AmericansweresenttoCampAmache.

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• ToassessGeographyStandards1&2,studentscouldbegivenamapassessment.Usingtheprimary

sourcedocumentsasaguide,studentswouldhavetolocateAmacheonaphysicalmapofColorado.Usingthistool,theprimarysourcedocuments,andwhatstudentshavelearnedaboutlifeatCampAmache,theywouldanswerthefollowingquestions:

o WhywasColorado’sgeographiclocationwithintheUnitedStatesidealforarelocationcenter?o HowwastheclimateinColoradodifferentthantheoneinternedJapanese-Americancitizens

werefamiliarwith?Howdidthisaffectthem?o WhatchangestotheirwayoflifedidthepeopleofCampAmachehavetomakebecauseof

thephysicalgeography?o Toincreasediscussionofthisformativeassessment,teacherscouldalsopostthisonanonline

discussiontoolsuchasSchoologysostudentscouldrespondtooneanotherandheareachother’sideasabouttheseconcepts.

• ToassessCivicsStandards1&2,studentscouldcreateaproblemandsolutionassessmentwherethey

identifytheproblemsCampAmachewasmeanttosolve.UsingtheprimarysourcedocumentsandwhattheyhavelearnedaboutsystemofFederal,State,andLocalgovernments,studentsshouldidentifytheproblemandsolutionsasproposedbyallthreebranches.Followingthecompletionofeachgraphicorganizer(seebelow)studentscouldwriteanopinionstatementdescribingwhetherthegovernmentsolvedthe“problem”appropriately.Studentsshouldthensuggestalternativesolutions.

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8thGradeTeachingStrategiesEssentialQuestions:

• HowhastheUnitedStatesgovernmenthandledthetreatmentofminoritygroupsduringtimesofconflict?

• WastheUnitedStatesjustifiedinitsactionagainstJapaneseAmericanstorelocatelargegroupsofJapanesepeopletoColoradoduringWorldWarII?

• WhatisanAmerican?WhatdoesitmeantobeanAmerican?• WhatistherolloftheUnitedStatesConstitutioninquestionsoverFederalvs.States’Rights,andhow

doesthatrelatetoJapaneseInternmentatAmache.• HowdidJapaneseinternmentimpactColoradoduringWWII?Whatwasthelastinglegacyorimpactin

Colorado?Isthereevidenceofthislegacyintoday’ssociety?InquiryQuestions(writingpromptsordiscussionstarters):

• Howwouldyoufeelifyouwereremovedfromyourhomewithlittlewarning?Whatwouldyoudo?• HowdidGeographyimpactordictatethelocationofJapaneseRelocationCenters?WhyColorado?

(Discussclimate,geography,topographyandeconomicoptionsofGranada/Amache)• WhatareotherexamplesfromcurrenteventsoreventsinU.S.Historywheretherightsofcitizenswere

suppressedinthenameofnationalsecurity?Explain.• WhatdotheprimarysourcessayaboutColoradohistoryasawhole?Whataboutthetreatmentof

minoritygroups?• Gov.RalphCarrsuggeststhattherelocationofJapaneseAmericanstoColoradoviolatedtheir

ConstitutionalRights.PuttingyourselfinGov.Carr’sshoes,whatwouldyouhavesaiddifferentlyifyouweregivingaspeechinFebruaryof1942?

Activities:

• TheU.S.GovernmenthasjustorderedyourneighborswhoareofJapanesedescenttomovetoaRelocationCenter.WritealettertoyourSenatorexplainingwhyyouareagainstthisdecision/action.

• Usingthedocsprovided,inadditiontopickingoneothereventfromU.S.history,compare/contrasttheeventsinrelationtohowminoritygroupshavebeentreatedbytheUnitedStatesgovernment.

• UsethewebsiteNarrable.comtouploadtheimagesandtellastory.Recordatleast15-20secondsofaudioforeachimagedescribinghowthedocumentsanswerthisquestion:WastheUnitedStatesgovernmentjustifiedinitsactionstointernJapaneseAmericansduringWWII?

• Picktwodocumentsthatresonatedmostwithyou.Whydidtheyresonatewithyoumorethantheothers?(Ideas:thephotooftheAmachehighschoolfootballteamorthephotooftheAmachestudentsgraduatingfromhighschool).

Assessments:

• Assemblethedocumentsinchronologicalorderfromtheearliest(oldest)tothemostrecentbasedonwhatyouknowaboutWWIIandColoradoHistory.Giveabriefexplanationofhowyouchosetheorderyouchose.Onceyouhavethedocumentsinordergiveawordorphrasethatbestdescribesthedocument(thisisnotacaption,itcouldbeasummaryphraseoraphrasethatdescribesthefeelingormoodofthedocument).Afteryouhavewrittenwordsforeachdocumentassemblethewordsinordertoformastanzaortowriteapoem.

• SocraticSeminar-CentralQuestion:WhatarethelastingimpactsofJapaneseInternmentduringWWIIinColorado?(Discussracerelations,populationtrends,economictrends,etc.)

• Debate-Defendthisstatement:“TheUnitedStatesgovernmentcanandshouldoverridetheConstitutionintimesofnationalcrisis.”

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• Usethewebsite-www.thinglink.comtouploadaprimarysourcedocumentfromtheset.Labelandidentifyobjectsinthephotoandprovideidentificationandanalysisofthephoto.

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HighSchoolTeachingStrategiesEssentialQuestions

• WhatconstitutionalprincipleswereviolatedbytheinternmentofJapanese-Americans?• Howdidculture,geography,politics,andeconomicsaffectthedecisiontointernJapanese-Americans?• WhateventsledtotheinternmentofJapanese-Americans?• WhatdideverydaylifeinthecampatAmachelooklike?• WhyisitimportanttostudytheinternmentatAmanche?• Whatlastingimpactshaveresultedfromthisinternment?• WhatconnectionscanbemadetomoderndayissuesinAmerica?

InquiryQuestions

• Howwouldyoureverydaylifebedifferentifyouhadtoshareoneroomwithyourfamily?• WhywereAmericanssowillingtoignoreJapanese-Americans’constitutionalrights?Couldthesame

thinghappentoday?• Ifyouwereaguardatthecamp,whatwouldyouclassifyasacceptable/unacceptablebehaviorforboth

guardsandinternees?Howwouldyoudealwithunacceptablebehavior?• WhatdoyouthinkthebiggestchallengeswereforJapanesefamiliesreturninghomefromthecamps?• FromtheperspectiveofaJapanese-Americandetainee,arguebothforandagainstservingintheU.S.

military.Activities(bysubject)U.S.History:

• HavestudentslistontheboarddatesandeventsthattheypossessintheirbackgroundknowledgeaboutthecausesofJapan’sinvolvementinWW2andwhyweinternedJapanese-Americans.Dothefollowingtodiscussasaclass:o Comparebackgroundknowledgetoeventsleadinguptoandincludingtheyearsofinternment

atAmacheusingprimarysourcedocumentswhenpossible.Addtothesethoughtsbycreatingatimelineusing:http://www.santafetrailscenicandhistoricbyway.org/amache.html(shortparagraphswithimportantdates)ORhttp://www.mtholyoke.edu/~matsu22k/classweb/page1h.html(timelineatbottom).

• ExecutiveOrder9066gavepermissiontointernanyonedeemedtobea“nationalsecuritythreat”.Ingroupsusingprimarydocumentsidentifywhatstandardswereusedin1941.Whatstandardsshouldbeusedtoday?Createaspeechorposterlettingthenationknowwhoisconsideranationalsecuritythreat.

Geography:• Watch:ChildrenoftheCamps(PBS)Seevideoguidebelowwithquestions.

• http://www.pbs.org/childofcamp/ThePBSwebsitefortheinternmentdocumentary.• http://www-tc.pbs.org/childofcamp/resources/TeachersGuide.pdf(Aguideforteachers)• Afterwatchingthevideohavestudentswriteaone-pagediaryofwhatlifewouldbelikefor

someonetheirageinthecamp.Havestudentswriteinthestyleofhistoricalfictionbyaddinginrealdetailsofcamplifeandactualworldevents

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• UsingamapoftheWesternU.S.andinternetsearchdothefollowing:1. LocatealloftheJapanese-Internmentcamps(includenumbersofpeopleateachcampand

datesopenedandclosed)2. LocatePearlHarbor,Hawaii3. LocatestatesandmajorcitieswhereJapanese-Americanslivedbeforethewar.

• Createaoneactplaythatinvolvesaninternmentguardandaninternee.Highlighthowtheymaybefeelingbasedonrealevents.Youneedtodothefollowingaspreparation

1. Brainstormmapofpotentialtopicstheycoulddiscuss2. Annotatethebrainstormmapbyindicatingwhichsubjectstheywouldagreeanddisagreeon3. Writeascriptthatincludessetting,dialogue,andaction4. Recordthedialogueusingaudioorvideorecorders5. Presenttoclassandhaveadiscussionpostwatchingonwhetherornottheyagreewithhow

theinteractionswentandwhetherthescriptseemshistoricallyaccurate

Civics:• UsingtheBillofRights,identifywhichaspectsoftheserightswereviolatedbyExecutiveOrder9066.

HaveaSocraticseminardebatingwhen,where,andifeverthereisacasetobemadeforthegovernmenttooverrideorsuspendtheserights.

Economics:• ReadCivilianExclusionOrderNo.5.Ingroups,havestudentsmakealistofitemsthattheywouldbring

today.Havethemexplainwhytheychoseeachitem,whethertheseitemsareneedsorwants,andhowtheywillservetomakelifebetter?

Assessments

• Useprimarysourcestocomposeadiarythatcouldplausiblyhavebeenwrittenbysomeoneinthecamp.o Prompt:Usingstoriesandeventsdescribedintheprimarysources,createadiarythat

describesamonthinthelifeofsomeoneinthecamp• CreateaNewscast:ingroupsof4–5,studentswillprepareanewscastwheretheyreporton

internment,andspecificallythecampatAmache.o Studentsmustexplainthecultural,geographical,political,andeconomicrationalesfor

internment.o Suggesteddocuments:TheJapaneseStoreOwner(document1),Gov.Carr’sspeech(document

4),U.S.Soldier(document3),JapaneseAmericanSoldier(document15)o Newscastsmayeditorializeoninternmentorpromotetheideausingperiod-specificrationales.o Newsreelsfrom1941–1945(availableonYouTube)maybehelpfulhere.

• UsingamapoftheWesternU.S.andColoradoGovernorRalphCarr’sspeech,completethefollowingactivities:

o Locateonamapmajor(includingColorado’s)Japanese-Internmentcamps.o Inoneparagraph,explainwhytheselocationsmayhavebeenchosentointernJapanese-

Americans