THE JAPANESE INTERNMENT
GIS in the History Classroom
Rick Thomas
FEBRUARY 19, 1942
WHEREAS the successful prosecution of the war requires every possible protection against espionage and
against sabotage to national defense material, national defense premises, and national defense utilities...I hereby
authorize and direct the Secretary of War, and the Military Commanders who he may from time to time designate,
whenever he or any designated Commander deems such action necessary or desirable, to prescribe military
areas in such places and of such extent as he or the appropriate Military Commander may determine, from which
any or all persons may be excluded, and with respect to which, the right of any person to enter, remain in, or leave
shall be subject to whatever restrictions the Secretary of War or the appropriate Military Commander may impose
in his discretion.
from Executive Order 9066
THE LAW, RACISM & THE JAPANESE
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
•
Immigration Act - 1924
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
•
Immigration Act - 1924
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
•
Immigration Act - 1924
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
•
Immigration Act - 1924
•
Civilian Exclusion Order #5 - 1942
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
•
Immigration Act - 1924
•
Civilian Exclusion Order #5 - 1942
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
•
Immigration Act - 1924
•
Civilian Exclusion Order #5 - 1942
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
•
Immigration Act - 1924
•
Civilian Exclusion Order #5 - 1942
•
Propaganda Poster - 1943
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
•
Immigration Act - 1924
•
Civilian Exclusion Order #5 - 1942
•
Propaganda Poster - 1943
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
•
Immigration Act - 1924
•
Civilian Exclusion Order #5 - 1942
•
Propaganda Poster - 1943
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
•
Immigration Act - 1924
•
Civilian Exclusion Order #5 - 1942
•
Propaganda Poster - 1943
•
Korematsu v. United States - 1944
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
•
Immigration Act - 1924
•
Civilian Exclusion Order #5 - 1942
•
Propaganda Poster - 1943
•
Korematsu v. United States - 1944
THE LAW, RACISM & THE JAPANESE
•
Rule of Naturalization - 1790
•
Webb Alien Land Law - California - 1913
•
Immigration Act - 1924
•
Civilian Exclusion Order #5 - 1942
•
Propaganda Poster - 1943
•
Korematsu v. United States - 1944
EXCLUSION & REMOVAL
EXCLUSION & REMOVAL
EXCLUSION & REMOVAL
EXCLUSION & REMOVAL
WHY GIS IN THE HISTORY CLASSROOM?
WHY GIS IN THE HISTORY CLASSROOM?
WHY GIS IN THE HISTORY CLASSROOM?
•
Students can put historical events firmly in place as well as
time.
WHY GIS IN THE HISTORY CLASSROOM?
•
Students can put historical events firmly in place as well as
time.
•
Investigations involving large amounts of place related data
that may have little meaning outside a geographic context
are possible using GIS software - giving an entirely new
avenue for understanding historical events.
WHY GIS IN THE HISTORY CLASSROOM?
•
Students can put historical events firmly in place as well as
time.
•
Investigations involving large amounts of place related data
that may have little meaning outside a geographic context
are possible using GIS software - giving an entirely new
avenue for understanding historical events.
•
GIS software gives students another medium for
developing both critical thinking skills and spatial literacy.
WHY GIS IN THE HISTORY CLASSROOM?
•
Students can put historical events firmly in place as well as
time.
•
Investigations involving large amounts of place related data
that may have little meaning outside a geographic context
are possible using GIS software - giving an entirely new
avenue for understanding historical events.
•
GIS software gives students another medium for
developing both critical thinking skills and spatial literacy.
•
GIS activities are fun!
STRATEGIES FOR CLASSROOM USE
STRATEGIES FOR CLASSROOM USE
STRATEGIES FOR CLASSROOM USE
•
Start with a question and a demonstration
STRATEGIES FOR CLASSROOM USE
•
Start with a question and a demonstration
What was the demographic impact of the internment on California’s Japanese
American population?
STRATEGIES FOR CLASSROOM USE
•
Start with a question and a demonstration
What was the demographic impact of the internment on California’s Japanese
American population?
•
Group students for note taking & lab work
STRATEGIES FOR CLASSROOM USE
•
Start with a question and a demonstration
What was the demographic impact of the internment on California’s Japanese
American population?
•
Group students for note taking & lab work
2-3 to a group - 1 notetaker • 1 attending to example • 1 checking notes
STRATEGIES FOR CLASSROOM USE
•
Start with a question and a demonstration
What was the demographic impact of the internment on California’s Japanese
American population?
•
Group students for note taking & lab work
2-3 to a group - 1 notetaker • 1 attending to example • 1 checking notes
and all asking questions
STRATEGIES FOR CLASSROOM USE
•
Start with a question and a demonstration
What was the demographic impact of the internment on California’s Japanese
American population?
•
Group students for note taking & lab work
2-3 to a group - 1 notetaker • 1 attending to example • 1 checking notes
and all asking questions
Have a student operate the program - you’re free to talk through the
example and answer questions
STRATEGIES FOR CLASSROOM USE
•
Start with a question and a demonstration
What was the demographic impact of the internment on California’s Japanese
American population?
•
Group students for note taking & lab work
2-3 to a group - 1 notetaker • 1 attending to example • 1 checking notes
and all asking questions
Have a student operate the program - you’re free to talk through the
example and answer questions
Provide a reference for instructions:
STRATEGIES FOR CLASSROOM USE
•
Start with a question and a demonstration
What was the demographic impact of the internment on California’s Japanese
American population?
•
Group students for note taking & lab work
2-3 to a group - 1 notetaker • 1 attending to example • 1 checking notes
and all asking questions
Have a student operate the program - you’re free to talk through the
example and answer questions
Provide a reference for instructions:
http://www.intimeandplace.org/Japanese_Internment/activities/california.html
STRATEGIES FOR CLASSROOM USE
•
Start with a question and a demonstration
What was the demographic impact of the internment on California’s Japanese
American population?
•
•
Group students for note taking & lab work
2-3 to a group - 1 notetaker • 1 attending to example • 1 checking notes
and all asking questions
Have a student operate the program - you’re free to talk through the
example and answer questions
Provide a reference for instructions:
http://www.intimeandplace.org/Japanese_Internment/activities/california.html
Students turn in the lab
STRATEGIES FOR CLASSROOM USE
•
Start with a question and a demonstration
What was the demographic impact of the internment on California’s Japanese
American population?
•
•
Group students for note taking & lab work
2-3 to a group - 1 notetaker • 1 attending to example • 1 checking notes
and all asking questions
Have a student operate the program - you’re free to talk through the
example and answer questions
Provide a reference for instructions:
http://www.intimeandplace.org/Japanese_Internment/activities/california.html
Students turn in the lab
Repeat the example map and then repeat the process for the 1940-1950
decade
STRATEGIES FOR CLASSROOM USE
•
Start with a question and a demonstration
What was the demographic impact of the internment on California’s Japanese
American population?
•
•
Group students for note taking & lab work
2-3 to a group - 1 notetaker • 1 attending to example • 1 checking notes
and all asking questions
Have a student operate the program - you’re free to talk through the
example and answer questions
Provide a reference for instructions:
http://www.intimeandplace.org/Japanese_Internment/activities/california.html
Students turn in the lab
Repeat the example map and then repeat the process for the 1940-1950
decade
Bring the pair of maps back to class to discuss
STRATEGIES FOR CLASSROOM USE
STRATEGIES FOR CLASSROOM USE
CRITICAL THINKING SKILLS
CRITICAL THINKING SKILLS
CRITICAL THINKING SKILLS
•
Assessing conclusions - both contemporary to the event
& those of historians
CRITICAL THINKING SKILLS
•
Assessing conclusions - both contemporary to the event
& those of historians
•
Assessing the available data
CRITICAL THINKING SKILLS
•
Assessing conclusions - both contemporary to the event
& those of historians
•
•
Assessing the available data
Need for open-ended questions
CRITICAL THINKING SKILLS
•
Assessing conclusions - both contemporary to the event
& those of historians
•
•
Assessing the available data
Need for open-ended questions
Continue to explore the information about the Issei looking particularly at the
data related to Total Length of Time in Japan, Number of Times in Japan,
and Age at Time in Japan. What does this information suggest about the
degree of loyalty these people might have felt towards Japan?
CRITICAL THINKING SKILLS
•
Assessing conclusions - both contemporary to the event
& those of historians
•
•
Assessing the available data
Need for open-ended questions
Continue to explore the information about the Issei looking particularly at the
data related to Total Length of Time in Japan, Number of Times in Japan,
and Age at Time in Japan. What does this information suggest about the
degree of loyalty these people might have felt towards Japan?
Assess the threat posed by this group of Japanese immigrants.
CRITICAL THINKING SKILLS
•
Assessing conclusions - both contemporary to the event
& those of historians
•
•
Assessing the available data
Need for open-ended questions
Continue to explore the information about the Issei looking particularly at the
data related to Total Length of Time in Japan, Number of Times in Japan,
and Age at Time in Japan. What does this information suggest about the
degree of loyalty these people might have felt towards Japan?
Assess the threat posed by this group of Japanese immigrants.
•
Practice, practice, and more practice
CRITICAL THINKING SKILLS
SPATIAL LITERACY
SPATIAL LITERACY
SPATIAL LITERACY
•
Spatial literacy is characterized by -
SPATIAL LITERACY
•
Spatial literacy is characterized by knowledge of place (physical, cultural)
SPATIAL LITERACY
•
Spatial literacy is characterized by knowledge of place (physical, cultural)
ability to create mental or graphical representations of place & to overlay one
representation on another
SPATIAL LITERACY
•
Spatial literacy is characterized by knowledge of place (physical, cultural)
ability to create mental or graphical representations of place & to overlay one
representation on another
ability to express and interpret relationships in terms of place
SPATIAL LITERACY
•
Spatial literacy is characterized by knowledge of place (physical, cultural)
ability to create mental or graphical representations of place & to overlay one
representation on another
ability to express and interpret relationships in terms of place
ability to draw inferences and make predictions from place based relationships
SPATIAL LITERACY
•
Spatial literacy is characterized by knowledge of place (physical, cultural)
ability to create mental or graphical representations of place & to overlay one
representation on another
ability to express and interpret relationships in terms of place
ability to draw inferences and make predictions from place based relationships
•
Spatial literacy cuts across academic disciplines
SPATIAL LITERACY
•
Spatial literacy is characterized by knowledge of place (physical, cultural)
ability to create mental or graphical representations of place & to overlay one
representation on another
ability to express and interpret relationships in terms of place
ability to draw inferences and make predictions from place based relationships
•
•
Spatial literacy cuts across academic disciplines
Spatial literacy is becoming increasingly important on the
job and as a citizen
SPATIAL LITERACY
ONE PIECE OF THE PUZZLE
ONE PIECE OF THE PUZZLE
ONE PIECE OF THE PUZZLE
•
Don’t ignore the traditional resources of history
ONE PIECE OF THE PUZZLE
•
Don’t ignore the traditional resources of history
government documents
ONE PIECE OF THE PUZZLE
•
Don’t ignore the traditional resources of history
government documents
contemporary accounts
ONE PIECE OF THE PUZZLE
•
Don’t ignore the traditional resources of history
government documents
contemporary accounts
letters and diaries
ONE PIECE OF THE PUZZLE
•
Don’t ignore the traditional resources of history
government documents
contemporary accounts
letters and diaries
photographs and art work
ONE PIECE OF THE PUZZLE
•
Don’t ignore the traditional resources of history
government documents
contemporary accounts
letters and diaries
photographs and art work
political cartoons
ONE PIECE OF THE PUZZLE
•
Don’t ignore the traditional resources of history
government documents
contemporary accounts
letters and diaries
photographs and art work
political cartoons
oral histories
ONE PIECE OF THE PUZZLE
•
Don’t ignore the traditional resources of history
government documents
contemporary accounts
letters and diaries
photographs and art work
political cartoons
oral histories
textbooks and books about the topic
RESOURCES
RESOURCES
RESOURCES
•
Rick Thomas, The Japanese American Internment,
http://www.intimeandplace.org/Japanese_Internment/
•
Densho, The Japanese American Legacy Project
http://www.densho.org/
•
Anne Kelly Knowles, Past Time, Past Place and Placing History
•
ESRI, Geohistorical Inquiry: Connecting Place & Time & Critical Thinking
http://www.esri.com/industries/k-12/download/docs/geohistorical.pdf