Embedded Files
bit.ly/TCUE_Archives
Visit our sibling sites:
For new visitors to the TCUE Archives
For new visitors to the TCUE Archives
They Called Us Enemy (TCUE) is a 2019 graphic novel created by George Takei, Justin Eisinger, Steven Scott, and Harmony Becker.
George Takei is best known for his role in Star Trek (original 1960s TV series) as Lt. Hikaru Sulu and as an LGBTQIA icon & social justice activist.
They Called Us Enemy is a recounting of George Takei's childhood experiences as a survivor of the inhumane, unwarranted, and illegal incarceration of Japanese-Americans during World War II. He describes his family's devastating and forced relocation to internment camps behind barbed wire in the context of the political landscape of the time. . .and in the context of today, as well. Ultimately, it is an honest and critical examination of societal realities—past and present—that rob people of basic human rights. Here's a video overview of TCUE by Uncle George.
They Called Us Enemy has been selected as the 2020 finalist for One Book, One San Diego, an annual community book program sponsored by KPBS and the SD County Library and the SD Public Library.
The SD County Library and KPBS hosted 3 One Book, One San Diego virtual live community events:
Want a FREE COPY OF THE BOOK???? MAJOR THANKS TO KPBS for donating a good-sized stack for distribution to educators throughout SDUSD.
If educators register using this G-Form, I will make arrangements to get a free copy of the book into your hands (while supplies last). . .for keeps! (PLEASE NOTE: Apologies, but the free physical copy of the book offer is only open to SDUSD educators and students. But see below in #10 to still get access via digital copy.) Questions? mrabin@sandi.netIn the space labeled "Pathway" below, we have curated an archive comprised of videos, elements for you to build your OWN G-Classroom, and multiple resources that will supplement and enrich a reading of They Called Us Enemy. (If you are an SDUSD employee, there's an option to directly clone a fully assembled G-Classroom like what is available in the March Archives. See below.)
Some great library resources for digital access in multiple languages.
For your free Digital access, please scroll down immediately below to "Get Your Free Digital "E-Copy" of TCUE."
Get Your Free Digital "E-Copy" of
Get Your Free Digital "E-Copy" of
They Called Us Enemy !
They Called Us Enemy !
San Diego Public Library
San Diego Public Library
San Diego County Library
San Diego County Library
Check out these resources offered by San Diego Public Library (SDPL):
SD Public Library One Book, One San Diego Poster Contest
Click images below for Poster Contest Info
San Diego County Library is now offering free, unlimited E-Book (digital) access to this year’s One Book, One San Diego selection, They Called Us Enemy by George Takei. Educators are encouraged to read the book with their classes. Your students can get free E-Book access as well.
Free access to the e-book runs from September 1, 2020 through December 31, 2020.
Please note: If you are an educator in SDUSD and would like to CLONE the already-prepared Google Classroom, please email a quick request to Mick at mrabin@sandi.net. If you are not in SDUSD, it is not possible to do the clone process, but you will find the pathway and all the components below. I've created a step-by-step job-aid video for creating the March G-Classroom. This procedure can apply to similar components here in the TCUE Archives. It is called March Archives Overview and Tips--directly below.
Pathway
Pathway
STEP 1: Foundational Discussion
Educators are encouraged to become aware of key issues, events, policy, and figures BEFORE you teach your students. Scroll down to the bottom for articles and source materials that you can read as preparation for your students' learning.
We recommend that educators ask their students what they already know about:
Events that led to America's involvement in WW2.
The nationalist and racist undercurrent that gave rise to denial of equity and justice for Japanese-Americans.
American governmental policies that led to the imprisonment of Japanese-Americans during WW2.
The names and/or locations of any of the internment/concentration camps where Japanese-Americans were imprisoned.
Names of people who were part of the system that gave the green light to this imprisonment and the names of people who fought for their rights to be restored.
They Called Us Enemy is a brilliant graphic novel memoir that recounts these events and milestones in the context of George Takei's childhood.
We also recommend visiting the official TCUE website maintained by the publisher, Top Shelf Productions where you can find some educational resources to help supplement your discussions:
http://www.topshelfcomix.com/catalog/george-takei-they-called-us-enemy/1011
STEP 2: Read and discuss the narrative of the book, They Called Us Enemy, with your class
The above link provides a curriculum guide that helps educators facilitate strong conversations around the reading of They Called Us Enemy. Additionally, we encourage educators to frame the reading of TCUE around topics and themes that relate to the identities and experiences of the students themselves (and of their peers).
Here is a short list of topics and themes that arise in TCUE as well as other texts that examine the human experience.
An example of an event in TCUE that explores ONE of the themes from the above list is the meaning of "ally"/solidarity. We could build a text-talk discussion that references a pivotal moment of the narrative in TCUE. Refer to pages pp 145-147 (see below left) for the sequence where George Takei recounts the courageous acts of people who defied authorities to support the Japanese-Americans who were illegally incarcerated. Below right is a simulated classroom conversation that references this sequence. It starts with a simple definition for "allyship" and culminates with a question that prompts students to take positive action.
Excerpt from TCUE pp 146-147
Click for larger image
Click for larger image
Simulated classroom conversation based on TCUE excerpt (from pp 146-147)
Click for larger image
Click for larger image
STEP 3: Choose from the archived videos (to the right) of the three One Book, One San Diego 2020 events featuring George Takei.
Special thanks to KPBS, the San Diego Public Library, the SD County Library and generous sponsors of the One Book, One San Diego book for supporting the annual One Book, One San Diego community reading program.
Oct. 22 Student Q&A discussion with TCUE creators, Justin Eisinger, Harmony Becker, Steven Scott, and George Takei sponsored by the SD County Library
Oct. 27 Student Q&A discussion with George Takei moderated by Vanessa Gemphis from the SD Public Library.
Sept. 22 One Book One SD Kickoff Event -- discussion with TCUE creator, George Takei, audience questions, and moderated by KPBS journalist, Beth Accomando with performances and opening comments from Genbu Daiko, KPBS General Manager, Tom Karlo, Professor Susan Hasegawa (San Diego City College)
STEP 4: Plan for an online discussion with another classroom from your school or a partner school
This Google Classroom is designed to allow teachers from different classes/schools to facilitate collaboration and communication about student allyship, truth, propaganda, and youth voice & empowerment . Before engaging in this discussion, all students should have A) read They Called Us Enemy and B) viewed the primary source video "One Book, One San Diego 2020 Kickoff featuring George Takei" (above).
You are welcome to clone this class and share as you see fit within SDUSD.
Please note: Educators may need to go to "Stream" section of the General settings (below) and select "Students can post and comment" if it's not selected in the general settings.
(In case you can't access the above link, email Mick at mrabin@sandi.net and I'll invite you to clone it.)
To the right of "1. Advantage to Secrecy" title, you can see three dots. If you hover right under those three dots, another three dots appear and one of the options is to "Edit" which will allow you to add more to the description.
What would YOU do? prompts
What would YOU do? prompts
The following section includes some vital "parts" or "ingredients" for your G-Classroom if you'd like to construct your own (if you're in SDUSD, see above for cloning options). If you'd like to see a tutorial for how to build a G-Classroom from these parts, I have created a Job-Aid/Tutorial for how to build a Google Classroom for March that you can follow and apply the exact procedure to the ingredients on this TCUE site.
Classwork #1 Advantage to Secrecy
Classwork #1 Advantage to Secrecy
1. In the "Question" section of your "Classwork" tab, paste this:
1. George Takei: Advantage to Secrecy Question--
"When we traveled by train to forced incarceration in Arkansas and we would pass through towns on the way, we were not allowed to have the blinds open so that we couldn’t see out and nobody could see in. What do YOU think was the reason for that policy of secrecy? Can you think of some other events--historical or modern--that prevent people from getting a fully accurate picture of what is happening or already happened? Why do you think the truth was covered up?" (TCUE page 40)
2. In the "Instructions" section, paste this:
Synthesizing what you read in They Called Us Enemy, viewed in the "One Book, One San Diego They Called Us Enemy video, and your own life experiences, view George Takei's question (below) and compose a unique post. Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.
Attached is a discussion rubric and expectations for facilitating online communication.
Takei_Q1_advantage_to_secrecy.MOVVideo 1
Video 1
Click on the above video, open it in YouTube, copy the URL, and paste it into your Google Classroom.
Classwork #2 A compromising Truth
Classwork #2 A compromising Truth
1. In the "Question" section of your "Classwork" tab, paste this:
2. George Takei: A Compromising Truth Question
"When the war relocation authority distributed mandatory questionnaires to the Japanese-Americans in the internment camps, questions 27 and 28 forced my parents to answer honestly or lie. And neither of the answers produced an outcome that was pleasant. Can you think of other examples of when people are forced to express themselves in ways that are not true to their character? Sometimes political or social forces pressure people to pretend to be something that we are not. What is at risk if we are honest? What is at risk if we are not?" (TCUE pp 113-116)
2. In the "Instructions" section, paste this:
Synthesizing what you read in They Called Us Enemy, viewed in the "One Book, One San Diego They Called Us Enemy Panel" video, and your own life experiences, view George Takei's question (below) and compose a unique post. Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.
Attached is a discussion rubric and expectations for facilitating online communication.
Takei_Q2_a_compromising_truth.MOVVideo 2
Video 2
Click on the above video, open it in Youtube, copy the URL, and paste it into your Google Classroom
Classwork #3 Loyalty Test
Classwork #3 Loyalty Test
1. In the "Question" section of the Classwork tab, paste this:
3. George Takei: Loyalty Test Question
"The question of what makes a person “American” was explored in They Called us Enemy and many other narratives. Why did some Japanese-Americans enlist in the military while others refused? What would YOU have done? Can you think of some modern examples of people being questioned for their loyalty to America despite evidence that they are being rejected or being treated as second-class citizens?" (TCUE pp 109-123)
2. In the "Instructions" section, paste this:
Synthesizing what you read in They Called Us Enemy, viewed in the "One Book, One San Diego They Called Us Enemy Panel" video, and your own life experiences, view George Takei's question (below) and compose a unique post. Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.
Attached is a discussion rubric and expectations for facilitating online communication.
Takei_Q3_loyalty_test.MOVVideo 3
Video 3
Click on the above video, open it in Youtube, copy the URL, and paste it into your Google Classroom
Classwork #4 Propaganda
Classwork #4 Propaganda
1. In the "Question" section of the Classwork tab, paste this:
4. George Takei: Propaganda Question
"When the American government decided to pass legislation that allowed Nissei to give up their citizenship, news of the approaching closure of the internment camps caused many to think of the barbed wire fences as “protection” against violence from white citizens. What are some other examples where misinformation, propaganda, and deceptive statements from our own government have led to public distrust and even Americans harming other Americans?" (TCUE pp 148-156)
2. In the "Instructions" section, paste this:
Synthesizing what you read in They Called Us Enemy, viewed in the "One Book, One San Diego They Called Us Enemy Panel" video, and your own life experiences, view George Takei's question (below) and compose a unique post. Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.
Attached is a discussion rubric and expectations for facilitating online communication.
Takei_Q4_propaganda.MOVVideo 4
Video 4
Click on the above video, open it in Youtube, copy the URL, and paste it into your Google Classroom
Classwork #5 Risks of Allyship
Classwork #5 Risks of Allyship
1. In the "Question" section of the Classwork tab, paste this:
5. George Takei: Risks of Allyship Question
"Herbert Nicholson (TCUE pp 145-147) and Wayne Collins (TCUE pp 160-163) were two allies who committed to stepping up to help my family and many other families during and after the time that we were illegally detained in the internment camps. What did each of these people stand to gain by helping? What did they risk--or stand to lose--when they stepped up to help? Are there actions YOU can take that would require some risk but would be helpful to somebody when they need it most?"
2. In the "Instructions" section, paste this: Synthesizing what you read in They Called Us Enemy, viewed in the "One Book, One San Diego They Called Us Enemy Panel" video, and your own life experiences, view George Takei's question (below) and compose a unique post. Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.
Attached is a discussion rubric and expectations for facilitating online communication.
Takei_Q5_risks_of_allyship.MOVVideo 5
Video 5
Click on the above video, open it in Youtube, copy the URL, and paste it into your Google Classroom
Additional resources:
Additional resources:
A KPBS news profile about George Takei's appearance at Comic-Con 2019 to celebrate the release of his graphic novel memoir: They Called Us Enemy. He was joined in the Comic-Con panel by his TCUE co-creators, Stephen Scott, Justin Eisinger, and Harmony Becker.
George Takei presents "Story Time with Uncle George: They Called Us Enemy"
An interview with George Takei that includes George reading an excerpt from They Called Us Enemy. Thanks to the Tadaima Community Archive for making this available.
Teacher's Guides
TCUE Teacher's Guide provided by the Top Shelf and Choose to Read Ohio
A TCUE Teacher's Guide and reading supplement created by educators and librarians in Grossmont Union High School District. Some excellent activities, questions, and prompts to accompany a reading of TCUE.
An ADL Teaching Tolerance article that begins to profile the lives of Japanese Americans who experienced the 1940s in profoundly different ways. A good starting place for educators and older students to provide a bit of context for They Called Us Enemy.
Enemy Mail--An American Story of Wartime Separation
A web resource from the Japanese-American National Museum. An interactive archive of correspondence between Gihachi Yamashita and his family during his family's incarceration as a result of President Roosevelt signing Executive Order 9066.
Reflections on Executive Order 9066. Lesson Plans created by the Japanese-American National Museum. Extensive lessons surrounding the infamous primary source document signed by President Roosevelt in 1942, the policy document that gave rise to the forced incarceration of 120,000 Americans in concentration camps in our own country.
A free on-line resource about the history of the Japanese American WWII exclusion and incarceration experience
Japanese-American Incarceration--Focus on the Assembly Centers
This collection of artifacts at the Smithsonian website takes a closer look at the experience of Japanese Americans being forcibly removed from their homes and quickly moved to temporary detention centers.
Manzanar National Park Service Curriculum Resources
Extensive curriculum resources available for free at this website about the detention facility in Manzanar managed by the National Park Service.
Panel Discussion for One Book, One San Diego
Japanese-American survivors of concentration camps established by illegal U.S. governmental policies that incarcerated their families.
George Takei on America's Anti-Asian History
Radio interview with George Takei on Radio West. He delves into the racism that he has experienced over a lifetime--then and now.
Guide To Inspiring Young Changemakers
Free PDF guide compiled by FirstBook. Has video and curricular tools, activities, & tips that are deliberately student-centered. A good educator resource for inspiring your students to roll up their sleeves and engage in shifting paradigms.
Changemaking Tip Sheets from First Book Marketplace
Developed based on feedback from emancipatory educators who have ordered books from First Book Marketplace, this series of tip sheets offers guidance about incorporating changemaking into various subjects and settings.
Report abuse