Abstract
In this article, the writer notes that on February 19, 1942, following the bombing of Pearl Harbor by Japanese troops, President Franklin D. Roosevelt signed Executive Order 9066, setting into motion the mass internment of over 110,000 Japanese-Americans in camps throughout the continental U.S. without trial or charge. Long the victims of racial discrimination, these Japanese-Americans found themselves the targets of an entire nation's hostilities during the war. The writer points out that this act of mass exclusion by the United States prompted very different reactions among the Japanese-American community, key examples of which are found in Monica Sone's 'Nisei Daughter' and John Okada's 'No-no Boy'. The writer discusses that these books, written in the 1950s, after the Japanese internment had ended, present two diametrically opposite responses to the internment of Japanese-American citizens, and explore the newly emerging relationship between Japanese-Americans and the United States in the post-war era.

From the Paper
"Continuing where Nisei Daughter left off, but diverging sharply in its portrayal of the Japanese-American experience in the United States, No-No Boy traces the attempts made by Ichiro Yamada, a Japanese American internee who declined to serve in the U.S. army, and the novels central character, to integrate into American society following his internment and consequential imprisonment. The book explores the failure of Japanese American integration in the racially charged aftermath of the Second World War, and is unique in that it develops almost exclusively within the confines of Japanese American culture, where discrimination manifests itself even within the same race."

Tags:internment, camps, patriotism, identity, integration

Abstract
This article examines the causes and consequences of Executive Order 9066 during World War II that incarcerated Japanese Americans, as well as Japanese residents. The writer argues that the American policy in forcibly relocating Japanese Americans to the hinterland was tragically flawed, but post-war redress made some amends for the injustice involved.

From the Paper
"This research paper summarizes the principal causes and consequences of the massive exclusion and evacuation of Japanese Americans (J.A.s) during World War II from the West Coast and their relocation to remote internment camps in the interior. J.A.s were forcibly removed transported and incarcerated by the United States Government. Approximately two-thirds of them were Nisei persons of Japanese descent who were born in America and therefore were American citizens and the remainder Issei J.A.s who were immigrants from Japan ... "

Tags:Executive, Order, 9066, issei, &, nisei, exclusion, relocation, and, incarceration, redress

Abstract
This paper relates the history of the restrictions of Japanese-Americans even before Pearl Harbor and their internment as a reaction to this event. Next, the author underscores that this internment has been deemed to be morally wrong and eventually costly, reflecting race prejudice, war hysteria and failure of political leadership; however, in 1950, Congress passed the Emergency Detention Act giving power to apprehend or detain anyone who appears to be engaging in espionage. The paper reveals that Presidents from Carter to Bush II have used this power to integrate and incarcerate suspicious ethnic groups especially President George W. Bush in his treatment of Arab-Americans after 9/11.

Table of Contents:
Introduction
History of Japanese-Americans
United States Reaction toward Japanese-Americans
Public Reaction to Internment Camps
History Repeating Itself

From the Paper
"In a matter of days, not only was there assistance in the relocation, the orders that made anyone violating any military order face civil penalties including imprisonment. Then a curfew was placed upon the Japanese-Americans from 8:00 pm to 6:00 am. The internment camps were filling up from March to November 1942 in two waves, the first in temporary camps and then moved again to permanent internment camps (Irons, 50). This process of relocation upset the family unit in many different manners, one of which is the uncertainty of being reunited with family who was sent to another camp. There was also a concern about those who were younger than 14 aging into the age of suspicion. The anger these younger children were experiencing in conjunction with the coming of age of suspicion left the question of their compliance up in the air. No one knew if these young men in particular would retaliate against the government. The ten permanent internment camps were located in some of the most horrific environments in the United States. Swamps and deserts in Utah, Wyoming California, Arkansas, Idaho, Arizona, and Colorado were completely unfamiliar to the 'alien enemies' and added to the stress and frustration these individuals experienced."

Tags:restrictions, alien enemies, exclusion, inferior status, guantanamo bay

Abstract
This paper discusses how, due to military necessity, 120,000 Japanese Americans were unjustly interned in 1942, permanently scarring America, and creating a future precedence. The paper argues that this was an unjustified response to the Japanese attack on Pearl Harbor.
Surprisingly, the paper points out, many of the internees proved that they were able to make the best of a bad situation. Furthermore, despite the unfair treatment, a select few Japanese Americans were still willing to fight for their country and eventually became part of the most decorated unit in American history, the "Purple Heart Battalion". The paper concludes that this story proves that even in the face in adversity, people can do great things.


Table of Contents:
Introduction
Journey to the Internment camps
Living Conditions
Leisure
Education
Release and Reparations
Conclusion

From the Paper
"Education was another serious concern among the camps. Schools had to be set up quickly, and materials were in short supply. Most schools opened around October, an unusual month compared to normal schools. In Wyoming, "A block of barracks was set aside for use as classrooms. Books did not arrive until December and then only in limited numbers. If a student had homework, he or she had to check out the textbook for the evening. Paper and pencils were also in short supply. The chalkboard was a piece of plywood painted black. Students sat on benches, and though some teachers had a table, others used boxes for desks. Students who sat in the front of the classroom near the potbellied stoves roasted, while those who sat in the back wore coats to keep from freezing. The open ceilings made for continuous distractions as the noise from one classroom invaded adjacent rooms." Other camps had it even worse though, holding classes in dinning halls, which proved to be both noisy and crowded. Teachers were also extremely hard to come by, but were appreciated when they did. Students were eager to learn and naturally cooperative. Later in the years, real schools began to appear complete with libraries, auditoriums, and even wood shops. To make things even better, "Graduates from the high schools in the relocation centers who qualified for colleges and universities, went to these schools in the mid-west and east coast states, usually on full scholarships. By the end of the war, many of these "students" were ready to graduate with college degrees and enter the job market at the same time the returning service men were just getting ready to enter college." So many people received college degrees that many camps were even able hold reunions for the students."

Tags:detention camps security, World War II, Pearl Harbor

Abstract
Both the United States and Canadian World War II era leadership participated in the internment of Japanese immigrants and Japanese Americans in an effort to ensure national security. This paper reviews the historical events surrounding the Japanese internment camps of World War II. The paper also examines how Americans learned from their mistakes after this incident.

From the Paper
"Daily life in these camps was not as difficult or harsh as the work camps of Europe, however the overall happiness, prosperity, and functionality of these Japanese Americans was compromised. These people were forced to live in intimidating circumstances, behind barbed wire fences and surrounded by armed guards (Satsuki, 15). A significant percentage of those interned died from simple illnesses and injury due to inadequate or nonexistent medical care. Internees were shot for allegedly disobeying orders or trying to run away. The conditions were so unpleasant that President Roosevelt himself referred to these locations as "concentration camps" (Gallavan, and Roberts). These camps are filled with overzealous American military personnel who encouraged riots and incited unrest within the facilities."

Tags:Pearl, Harbor, Pacific, Coast, Roosevelt, Executive, Order, 9066

Abstract
The paper relates that the internment of Japanese-Americans was a horrific experience and one of the darkest moments in American history. The paper then provides a chronology of the events affecting Japanese-Americans following the attacks on Pearl Harbor.

From the Paper
"Internment of Japanese Americans was a horrific experience, and one of the darkest moments in American history in that the immigrant commitment to America was ignored, as was the birthright of the children of immigrants who were born U.S. citizens, and interned anyway. So, too, was it disgraceful that the service of Japanese Americans who served in the United States military during World War II went virtually unmentioned for decades following World War II."

Tags:immigrants, racism, and, prejudice, Pearl, Harbor

Abstract
This ten-page paper looks at the treatment of the Japanese Americans prior to and during the second world war. Also looking at the regimental Combat Team known as the 422nd and 100th battalions and their courageous successes during the Second World War.

From the Paper
This study will examine racism as it is experienced by Japanese-Americans in the United States. The specific approach of the study will be to focus on racism against Japanese-Americans as a means for other Americans to relieve their various frustrations and uncertainties through a psychology of exclusion and domination.

What James Baldwin in his essay "Stranger in the Village" says about white prejudice against blacks can be very easily applied to white prejudice against Japanese-Americans. Baldwin writes that "The idea of white supremacy rests simply on the fact that white men are the creators of civilization (the present civilization, which is the only one that matters; all previous civilizations are simply 'contributors' to our own) and are therefore civilization's guardians and defenders."

Abstract
The history of Japanese immigrants to America has not been one of "open arms". Japanese citizens were not allowed to leave Japan until the end of the isolationist policy in 1868. Those who found their way to the United States experienced racial hostility and discrimination that included federal, state, and local laws. This paper shows that the reaction of the Japanese-American has been to endure, adapt, and survive in order to develop an ethnic community and presence. Through it all, they have managed to maintain strong family values, as well as religious and other elements of their original culture, within the paradigm of assimilation and acculturation.

From the Paper
"The history of the Japanese American in the United States has taught the majority culture a great deal about perseverance through adversity. The level of discrimination and assumed values that led to stereotyping was endured until the American people were able to "see" the inherent value of the addition of this particular culture into the "melting pot" that is the American social objective. Many of the Japanese Americans have taken the social value of education and translated that into a career in teaching, which has strengthened that particular value for all students and added to the American concept of education."

Tags:Hawaii, immigration, act, SDF

Abstract
The paper discusses some of the challenges and issues faced by Japanese-American couples, and how, through combining the values, beliefs and practices of both cultures, greater respect is developed for all cultures in spouses, their children, and their family and friends.

From the Paper
"Mixed marriages among Japanese are quite common, though differences in preference across gender in marriage partners seem to be the case. According to Richardson, Japanese women married Korean and American males compared to Japanese men whose highest mixed marriages were with Chinese and Filipino females. In American society, many Japanese-American mixed marriages enjoy greater success because of changes in attitudes, values and perceptions among Americans, particularly now that tensions related to WWII are a part of history. As Kich, King and Shinagawa assert; "Being in...""

Tags:holidays, Buddhism, celebrations, meals, dress, religion, prejudice, misunderstanding