...and your entire race was forced to leave everything behind and be relocated into internment camps just for being at the wrong place at the wrong time. Well, that’s what happened to the American-Japanese. The Executive Order 9066 was an unnecessary and racist act because they were the targeted, but an innocent race that got punished for unjust reasons. This essay will be explaining why the use of internment camps were one-sided. Firstly, why were the Japanese the only ones to be relocated? The Germans and Italians had been a threat to America, yet they unfairly, didn’t bite the dust. In the article Point/Counterpoint;The Japanese-American Internment, in the section Japanese-American Internment Was An Unnecessary And A Racist Act, it states “No such measure was taken against German or Italian nationals.” This shows even though this order was supposed to be a war measure, it wasn’t because only the Japanese were relocated and not the other possible threats to America like the Germans or Italians. The Japanese was alone forcefully transported to the camps because of the American’s fearful thoughts on them....
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...The internment of Japanese-American citizens during World War II is a dark and often overlooked stain on America’s history. In 1942, Executive Order 9066 was signed by Roosevelt ordering the internment of all citizens of Japanese ancestry. For a war being fought against an anti-Semitic Germany, it seems ironic now that America would intern its citizens based on race too similarly to the way Germany interned its citizens based on religion. It can be difficult to understand how a nation based the principles of freedom and liberty could intern any population of people, but by taking a look at other unethical situations in United States’ history and world history, an explanation can begin to be found in the ideas of authorization, routinization,...
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...To begin, my opinion on the imprisonment of the Japanese Americans of 1941 was racist and unnecessary. The reasoning behind this is because I believe that the Japanese Americans posed no threat to our nation. Also, the Japanese race was the only race that was imprisoned because of threat even though other problems, such as the rein of Hitler and the German race against Jews could’ve likely have posed the same threat. Moving on to further reasoning, the confinement of the Japanese Americans was racist because other people that were descended from the same race posed a threat to the United States, does not mean that every single person from the Japanese bloodline are dangerous. Not to mention, over 110,000 Japanese Americans were moved to Internment camps and were kept in small, uncomfortable and unsanitary cubicles, all while enduring harsh torture from guards. Over the course of two and a half years, not a single case of Japanese sabotage or disloyalty was not recorded, proving their devotion and innocence to an even further extent....
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...Orientalism James Berardino Canon Formation 2B: Orientalism Final Copy Orientalism can be best defined as an ill-conceived notion that befalls the ignorant and misconstrues their perception of most, if not all, people belonging to a race or ethnic group that is different than their own. It does so in a manner that perpetuates the perception of individuals from different races, cultures or ethnicities as grotesque, frightening or somehow inferior in the eyes of individuals who have already completely assimilated themselves culturally into the pre-existing social strata of the region in which they inhabit. In other words, orientalism is a social “virus” that is often perpetuated, or “spread”, by fear of the unknown; a virus which insidiously promotes discrimination and segregation based off differences in both culture and appearance, flourishes amongst the ignorant and is prevalent throughout both America’s distant and recent history, as well as in the archives of world history. A parent to ignorance and the culprit to the divisive vices of racial prejudice of all creeds, a lack of sufficient education, along with blatant disregard for one’s global community, is the underlying reason why Orientalism is a recurring theme in history that has yet to be abolished entirely. However, there exist scholars and filmmakers, such as Le Espiritu, Sucheng Chan, Wakako Yamauchi, etcetera, who give hope to the fight against such ignorance by using their work to inform and...
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...Farewell to Manzanar Essay Farwell to Manzanar is an autobiography of Jeanne Wakatsuki Houston. The story is about Jeanne and her family, composed of her father Ko, her mother Riku and nine siblings during World War II. Her parents are first-‐generation Japanese immigrants, called Issei. The children are called Nisei, they are natural American citizens and second-‐generation Japanese. The story begins on December 7, 1941 when the Japanese attacked Pearl Harbor. The book is set during WWII when the Anti-‐Japanese sentiment was not unusual in states like California. Jeanne’s family and all Japanese were forced to move to an internment camp because they were all thought to be a threat for America. The Camp was called Manzanar. Manzanar is an isolated place located just outside the Mojave Desert in southeastern California. Jeanne observes and comments on her own and her family’s experiences...
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...Fenster 27 October 2015 Efficiency Essay: Southland In 1942, the American fear of the unknown ripped thousands of Japanese-Americans living in the United States from their homes and into internment camps. After the surprise attack on Pearl Harbor, Americans became fearful that the Japanese people living in their country participated in the attack and were planning more from “the inside.” It was only once they were needed during the war that the men were allowed out of the camps to fight as American soldiers. Revoyr writes, “Frank and his friends were such great American soldiers, ironically, because they were Japanese- because of their sense of duty, and integrity, and faith in each other” (116). The fact that any Japanese man would fight for the United States against Japan after having their families and themselves treated as livestock, proves that these people were true Americans. Frank and his friends might have been Japanese by heritage but their loyalty was to the United States and they thought of themselves as Americans. This commitment came from their Japanese heritage which puts a strong emphasis on the duty people have to protect their country, so much so that people who did not fight with America were shunned by other Japanese-Americans (116). The Japanese are not the only people who have wrongly been punished in consequence of American’s fear, the Muslim community has been looked down on and feared ever since 9/11. Similar to the American reaction to Pearl Harbor, people...
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...Racial Labeling in America The consequence that come along with stereotypes and racism can be be detrimental against many people. Labeling has the power to discourage and can definitely have long term effects on people. The Japanese americans and immigrants faced a great amount discrimination, segregation, labeling and racism. Jeanne Wakatsuki manages to give a clear image of the things that were faced in this unfortunate time period in American history. There are numerous types of things that can create stereotypes. Racially labeling has been a permanent thing people have been forced to deal with in their lifetimes it is almost part of our human nature. After the bombing of Pearl Harbor many things instantly changed for the worst in the...
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...Chernow’s biography of Alexander Hamilton , Lin-Manuel Miranda’s musical Hamilton aims to answer the question it poses in its opening lines: “How does a bastard, orphan, son of a whore and a Scotsman… grow up to be a hero and a scholar?” . Chronicling the life of Founding Father Alexander Hamilton, from his difficult upbringing in the Caribbean to his death at the hands of his friend and rival Aaron Burr, Hamilton has received critical acclaim, 11 Tony Awards , and 7 Olivier Awards , amongst other accolades. This essay will focus on how Miranda represents race within the musical, though his decision to cast people of colour as most of the main roles, and his engagement with the narrative of actual people of colour during the American...
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...| Why is it so difficult to be understood? | by | | Herman Jacobs | | Why is it so difficult to be understood? For this essay we were asked to place imagine ourselves as the main character of a short story and then answer a simple question about her motivation. The challenge is that the main character is a Japanese-American woman living more than 50 years ago. The story “Two Deserts” by Valerie Matsumoto tells of Emiko Oyama, a young mother who lives in California’s Imperial Valley. Emiko is married with one daughter. As the story unfolds, it becomes clear that Emiko was interned during World War Two. This is no doubt one of the two deserts referred to by the story’s title. Emiko also revelas in the story that she has never been to Tokyo, and therefore we assume that she has never been to Japan. Emiko’s relationship with new neighbors is the heart of the story. More to the point Emiko’s relationship with Roy, a retired man who is very pushy, is the story. Emiko suffers Roy and adapts her life to try and discourage him from bothering her, but does not confront him directly. At the end of the story Emiko kills a scorpion and this signals that she has overcome her fears and that Roy won’t bother her any longer. The question is, why doesn’t she confront Roy sooner or in a more direct manner? Can language, culture and gender explain this? One reason Emiko doesn’t confront Roy directly has to do with linguistics, Robin Lakoff wrote about “Women’s Language...
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...is so proud of has often had flaws, hypocrisy being one of them, that can be illustrated in many ways. The hypocrisy that can be inexplicable at times, is illustrated in some of the realities depicted in the following articles and film clips described. W.E.B. DuBois describes the phenomenon where after the Civil War, there was still a great divide. It was even physical where different demographics of the white population and the black population in the south would live based on “social grades common to all communities” (DuBois Ch. 9). Though one difference is that the “best of the whites and the best of the Negroes almost never live in anything like close proximity” (DuBois Ch. 9). In the South after the Civil War, the African-Americans were often taken advantage of. The Crop-Lien system, which was a credit system for farmers to obtain supplies and food from local store keepers, took advantage of the black farmers. DuBois describes how if they weren’t able to pay their debt, then the storekeeper would just take what they feel is owed to them without any warrant or law to back them up. This would leave many black farmers in debt and stuck at the bottom of the economic ladder. When it came to politics, many black people felt that why should they bother. If “reputable men leave politics alone”, then “politics becomes disreputable” (DuBois Ch. 9). They felt that the laws were created by people who had no interest in the black community. Often, both races simply saw...
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...Farewell to Manzanar essay Imagine growing up with most of your childhood being in a camp and being discriminated against. Being young through many tragic events and not understanding. Your own identity feels foreign to you. Not having anyone to turn to because of the quiet silence between your family. That was the life of Jeanne Wakatsuki. During World War II, Japan bombed Pearl Harbor which caused America to join the war. The incident caused Americans to be scared of Japanese people, thinking they would attack again, which led to Japanese people being put into camps. Separated from others just because of assumptions. Throughout the Autobiography, Farewell To Manzanar, many occurrences have happened that led up to the events of the Wakatsuki family growing apart and...
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...persuade the state to act differently. Henry David Thoreau was a philosopher and a transcendentalist in the mid 1800s. He is well known for his essay, “Civil Disobedience,” which he wrote in response to his one-day prison sentence for committing tax evasion. “Civil Disobedience” covers Thoreau’s definition of the social contract. Thoreau claims it is necessary for one to violate the social contract if complying with it defies his or her own moral codes. The social contract can be seen throughout government systems today. The United States government provides for its citizens; examples include equal treatment, free education, and public safety. In return, its citizens must sacrifice some of their freedoms. They must, for example, pay taxes and follow laws, regardless of whether or not they agree with them. However, at times it may be necessary to follow Thoreau’s beliefs and defy the state’s laws if one feels that they are violating their own moral principles. Socrates' interpretation of the social contract can prove to be less advantageous in practice. Thoreau’s method of civil disobedience is the better of the two versions. Body Section 1 (Support of Claim) Henry David Thoreau wrote “Civil Disobedience” in response to his evasion of his delinquent poll taxes. He refused to pay because he felt it was unjust to fund the Mexican-American war. In doing so, he broke the social contract and stood with his own moral codes. “Must the citizen ever for a moment, or in the least degree...
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...There is no one date that can be said to mark the beginning of the greatest of global conflicts. In 1931, the Japanese army invaded Manchuria, a northern province of China. In July 1937, the Japanese moved again, this time directly against the Nationalist regime of Chiang Kai-shek. The atrocities that followed shocked the world. Meanwhile, in 1936, German Chancellor Adolf Hitler moved aggressively into the Rhineland, previously a demilitarized zone, and in 1938, he incorporated Czechoslovakia and Austria into the Third Reich. By this time, the Western world was fully alert to the menace of the fanatically ambitious and confident Fuhrer. Then, in the early morning hours of September 1, 1939, Hitler sent his armies into Poland. Two days later, France and Great Britain declared war on Germany. Within a matter of weeks the Soviet Union, which had recently signed a non-aggression treaty with Hitler, attacked Poland from the east. Within a month, Polish resistance collapsed, and Warsaw fell. World War II had begun. In general, the American people did not want to have any part in a European war. They felt protected by great oceans on both sides of the North American continent. And they felt that, in World War I, American boys had fought and bled in France mostly to make fortunes for munitions makers and arms merchants. Moreover, the United States had allowed its armed forces to wither in the 1920s and 1930, so that when World War II broke out in Europe, its army of 190,000 men ranked...
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...Julia A. R. Morgan History CHC 2D, Period 2 Mr. R. Tait By Julia A. R. Morgan History CHC 2D, Period 2 Mr. R. Tait By THE ART’S IN CANADA: Through the Years. THE ART’S IN CANADA: Through the Years. Table OF Contents: * (Pg. 2-3) WWI: 1914 – 1918 * Pg. 2; John McCrae * Pg. 3; Tom Thomson * (Pg. 4-5) 1920’s – 1930’s Canadian Art * Pg. 4; The Group of Seven * Pg. 5; Emily Carr * (Pg. 6) WWII: 1939 – 1945 * Molly Lamb Bobak * (Pg. 7) Post-War Canadian Art: 1945 – 1969; * The Painters Eleven * (Pg. 8-10) Modern Canadian Art: 1970’s – Current Day; * (Pg. 8) Alex Colville * (Pg. 9) Robert Bateman * (Pg. 10) Joy Kogawa * (Pg. 11) Thesis Statement Conclusion * (Pg. 12) Bibliography * (Pg. 13) Citations (Notes) A Little Introduction note from your student: http://bcs.bedfordstmartins.com/resdoc5e/res5e_ch10_s1-0007.html The above is the Website I used to help me a little bit with understanding Citations. (I attempted utilizing Chicago Style.) Some of the paragraphs in my report have been reworded and rephrased to my satisfaction, and others have not. These are the ones with Citation. Please enjoy; this is something I am extremely proud of: I LOVE ART! CANADIAN ART DURING THE FIRST WORLD WAR: John McCrae Lieutenant Colonel John McCrae MD, Born the 30th of November, 1872 in Guelph Ontario, was a Canadian poet, physician, author, artist and soldier during WWI, and a surgeon during...
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...Syllabus College of Humanities HIS/125 U.S. History 1865 to 1945 Professor Jewell gjjewell@email.phoenix.edu 843-863-0102 Copyright © 2012, 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events affecting U.S. history from the Civil War through World War II. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, volume 2 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. Week One: Reconstruction and the New South Details Objectives 1.1 Evaluate the outcomes of Reconstruction. 1.2 Summarize the economic, political, and social characteristics of the New South. 1.3 Explain the populist response to late 19th-century developments. Read the course description and objectives. Read the instructor’s biography and post your own. Read Ch. 16 of HIST2, Volume 2. Read pp. 318–325 in Ch. 19 of HIST2...
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