Created by NHPRC Teacher Participant/Creator David Richman for his AP World History course. Adaptable to US History. Adaptable to other grades. Assignments ask students research the effects Executive Order 9066 had on families of Japanese descent, to analyze primary sources, and to create an illustrated story book detailing Ms. Wakatsuki’s time spent at Manzanar, a Japanese internment camp.

After the bombing of Pearl Harbor, President Franklin D. Roosevelt signed Executive Order 9066, which established 10 internment camps for "national security" purposes. Although most internment camps were along the West Coast, others could be found in Wyoming and Colorado, and as far east as Arkansas. One photo shows Japanese American boys in San Francisco shortly before the evacuation order; another shows a woman waiting for the evacuation bus in Hayward; approximately 660 people being evacuated by bus from San Francisco on the first day of the program; and an aerial image of people sitting on their belongings, waiting to be taken to Manzanar. The government-sponsored War Relocation Authority (WRA) hired Dorothea Lange and other photographers to take pictures of the relocation and internment of Japanese Americans. Lange?s photographs, some of which were suppressed by the WRA and only released later, often capture the irony inherent in the situation. Although internees were allowed to take only what they could carry with them to the camps, one Lange photo juxtaposes a bus poster "Such a load off my mind ? Bekins stored my things" next to a pile of internees' belongings. Another striking Lange image shows a Japanese American-owned corner store with a large "I am an American" banner hanging beneath a "Sold" sign. Another photograph of an engine's distributor, removed from a car owned by an internee, showed that people were truly prisoners at the camp, unable to drive their own cars away. Several paintings by interned Japanese American artists Henry Sugimoto and Hisako Hibi reflect their emotional experiences and give viewers a sense of what life was like for them. The paintings express the pain, suffering, and anger of those subjected to internment. Over 100,000 Japanese American men, women, and children were relocated and detained at these camps. Photographs here show people of all ages, including a grandfather and grandchild, and young children. This internment is now recognized as a violation of their human and civil rights. In 1980, the US government officially apologized and reparations were paid to survivors.

 U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.Senior Contributing AuthorsP. Scott Corbett, Ventura CollegeVolker Janssen, California State University, FullertonJohn M. Lund, Keene State CollegeTodd Pfannestiel, Clarion UniversityPaul Vickery, Oral Roberts UniversitySylvie Waskiewicz

By the end of this section, you will be able to:Describe the steps taken by the United States to prepare for warDescribe how the war changed employment patterns in the United StatesDiscuss the contributions of civilians on the home front, especially women, to the war effortAnalyze how the war affected race relations in the United States