Introduction

During World War II, following the attack on Pearl Harbor, the United States government enacted policies that led to the internment of Japanese Americans. In 1942, President Franklin D. Roosevelt signed Executive Order 9066, authorizing the forced relocation and internment of over 120,000 Japanese Americans, most of whom were U.S. citizens. These individuals were removed from their homes on the West Coast and placed in internment camps across the country. Despite the lack of evidence to back up such claims, the internment policy was based on widespread fear and suspicion that Japanese Americans might act as spies or saboteurs for Japan. This period is a stark reminder of how fear and prejudice can lead to severe violations of civil liberties.

Driven by wartime hysteria and racial prejudice, this decision was justified by the perceived threat of espionage and sabotage. Families were uprooted from their homes, businesses were lost, and communities were shattered, often with little notice. The internment lasted until 1945, and in the decades that followed, the U.S. government acknowledged the injustice of these actions, leading to formal apologies and reparations for survivors. This dark chapter in American history serves as a reminder of the dangers of prejudice and the importance of civil liberties, even in times of crisis. You can read more about this time at Densho.

Within this context, the experiences of Japanese American students seeking higher education were profoundly affected. Educational institutions, including Western Illinois State Teachers College, now known as Western Illinois University (WIU), faced difficult decisions regarding the admission and retention of Japanese American students. The primary sources for this activity include a hearing transcript discussing whether a Japanese student should withdraw from WIU, a letter requesting that an American citizen of Japanese descent attend WIU, and a document where WIU declines to admit the student. By analyzing these sources, students will gain insight into the specific challenges faced by Japanese American students during this time and understand how these individual cases reflect broader themes of discrimination, civil rights, and wartime policies. The students will see the discrimination and racist government policies that were obstacles to fully qualified Japanese students participating in higher education.

Assignment Instruction

Activity: Analyzing Primary Sources on Japanese American Student Admission During WWII at Western Illinois State Teachers College

Duration: 30-45 minutes

Audience: Undergraduate students (asynchronous)

Goals:

Understand the historical context of Japanese-American students applying to or attending Western Illinois State Teachers College during World War II.

Analyze primary sources to draw conclusions about the attitudes and policies of the time.

Connect specific cases to larger themes of civil rights, discrimination, and wartime policies.

Resources:

Transcript of a hearing discussing whether a Japanese-American student should withdraw from WIU during World War Two.

Letter requesting an American citizen of Japanese descent to attend Western Illinois during World War Two.

WIU declines to admit the student.

Instructor Guidelines

Introduction (5 minutes):

Provide a brief overview of the historical context: Japanese American internment during WWII and general attitudes towards Japanese Americans.

Explain the objective of the activity: to analyze primary sources and understand the specific instance within the broader historical theme.

Activity Steps: Step 1: Source Analysis (15 minutes)

Divide the students into three groups (if feasible in an asynchronous setting, students can be assigned different sources individually or in groups).

Group 1: Analyze the transcript of the hearing.

Group 2: Analyze the letter requesting attendance.

Group 3: Analyze the document where WIU declines admission.

Guiding Questions for Analysis:

What are the main arguments or points made in the document?

What does this document reveal about the attitudes towards Japanese Americans during WWII?

How does this specific case reflect broader themes of discrimination and civil rights?

Step 2: Discussion (10 minutes)

Asynchronous Discussion Board:

Each group (or individual) posts a summary of their document analysis on a shared discussion board.

Respond to at least two other posts, making connections between the different documents and discussing how they reflect the larger historical themes.

Step 3: Synthesis (10 minutes)

Individual Reflection:

Write a brief (200-300 words) reflection on how these documents together tell a story about the experiences of Japanese American students during WWII.

Consider the following questions:

How do the documents illustrate the specific challenges faced by Japanese American students?

What can we learn about the broader social and political climate of the time?

Conclusion (5 minutes):

Summarize key points from the reflections and discussions.

Highlight the importance of primary sources in understanding history, and how specific cases can illuminate larger themes.

Shareable Instructions:

Title: Analyzing Primary Sources on Japanese American Students During WWII

Duration: 30-45 minutes

Objectives: Understand historical context, analyze primary sources, connect specific cases to larger themes.

Resources: Transcript of a hearing, letter requesting attendance, WIU's decline to admit.

Steps: Source analysis, discussion, synthesis, and conclusion.

This activity encourages students to engage deeply with primary sources, fostering critical thinking and historical analysis skills.