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30 September, 2004

http://www.unsolvedmysteries.com/usm311450.html Concentration Camps

Lesson Plan
Introductory Activity
References
Extension
You are a Japanese-American citizen testifying before Congress about your experiences in an internment camp during World War II. Congress is conducting hearings on whether or not to pass an act to compensate citizens who had been interned for all or part of their financial losses. You must convince Congress that you were a loyal, law-abiding, patriotic citizen who was treated unjustly by the government. You were a victim of mass hysteria created by the Japanese bombing of Pearl Harbor.
Discuss the rationale behind your answers in the Introductory Activity and give the correct responses.
PART ONE:
THE JAPANESE BOMBING OF PEARL HARBOR AND THE AMERICAN REACTION TO IT
After Japan joined Germany and Italy in 1940, they were anxious to gain control of the Pacific Ocean area. To counter this, the United States imposed an embargo on the export of oil and scrap iron to Japan. After several meetings the Japanese and American officials failed to reach any agreement.
Go to An Outline of American History (1994) and research the the Japanese bombing of Pearl Harbor. Answer the following questions:
When did the Japanese bombing of Pearl Harbor take place?
Why was the attack so devastating?
What factor helped the United States continue the war in the Pacific?
How did President Roosevelt respond to this attack?


Read Roosevelt's "Day in Infamy" speech. Listen to the actual recordings of President Roosevelt 's response by going to this site Sounds.

Use the site Overview to examine the response of many Americans to the bombing of Pearl Harbor. For a first hand account of the experience of a Japanese-American citizen, go to the site Joseph Yoshisuke Kuriharaand scroll down to "Experiences and attitudes immediately following Pearl Harbor."

PART TWO:
THE GOVERNMENT'S RESPONSE TO THE PUBLIC'S FEARS
As a result of Pearl Harbor and the fear of Japanese espionage , the American government committed an act of intolerance: the imprisonment of Japanese-American citizens in internment camps. President Roosevelt issued Executive Order 9066 which forcibly removed 120,000 Japanese -Americans from their homes and sent them to isolated camps behind barbed wire.
Read the site Internment History to learn more about this situation.

Look at a map to examine the location of the internment camps. Go to the site Camp Locations .

Write an editorial for the Los Angles Times to express your opinion of this action by the United States government . Do you support the internment of Japanese-American citizens? Justify your opinion.

PART THREE: LIFE IN AN INTERNMENT CAMP
Many Japanese-Americans citizens were forced to give up their homes and property and leave for the camps. The camps were located in isolated remote regions. A typical home was a large army-type barracks. The only furnishings were an iron pot belly stove and cots. The internees carried the memories of these painful times for a lifetime.
Find out about the daily existence of the people in the camps by investigating the following sites:
Housing
Work
Life in the Relocation Camps
Write an entry from the diary of a Japanese-American citizen living in one of the internment camps. Give details regarding your housing conditions, food, activities, etc. Be sure to include your feelings abour living in the camp. You should also include a drawing concerning your life in the camp.

PART FOUR: THE GOVERNMENT APOLOGIZES
In 1976, thirty-four years after President Roosevelt issued Executive Order 9066, President Gerald Ford declared the internment of Japanese-American citizens a "national mistake." In 1988 President Ronald Reagan signed a law providing for payment to be made to all surviving internees. In 1993 President Bill Clinton wrote a Signed Apology letter to all victims of World War II internment camps. The United States must acknowledge and recognize the many important cultural contributions citizens from other nationalties have made to our American heritage.
As a class you will generate a list of different nationalties that have contributed greatly to American society. Then you will be divided into groups representing each of the nationalities. Each group will be responsible for creating a mural/collage consisting of both words and pictures that will depict the many and varied contributions these different nationalties have made to American culture. The groups will present their finished product to the class.

To summarize our unit, you will again be part of a cooperative group. Each group will be given a question which you will brainstorm together and decide as a group on an answer. The questions are as follows:

Why did Californians take the lead in urging the government to place the Japanese-American citizens in camps?
Do you think the United States did enough to make reparations to the internees? What else could they have done?
What long term physical and emotional effects did internment cause?
What problems might the Japanese-American ciizens encountered in adjusting to life after the camps?
Questions and comments about this lesson may be directed to: Jo Lyn Stricklin.

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http://members.tripod.com/FreeTruth/camps/index2.html
US Concentration Camps
Note: This is a mirror site, not run by the original author. Some links may not work. Click Here to go to the original site, and hundreds more links.
We advise CAUTION when investigating these camps. Some radio shows are trying to discredit this research - resorting to name calling and other childish, immature antics - but the structures speak for themselves. Defending the camps is simply stupid, shallow, and shows complete lack of any character whatsover. Remember that when you realize you are responsible for the death of thousands. Or, better yet, let's just ignore the physical evidence and just name call, right? Notice also, the lengths this show is going to, trying to disprove the chemtrails as contrails? Why all the "touchy-feely" ads for the National Guard? Who is paying for that?
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