Impact of incarceration

World War II (215)
Concentration camps (1243)
Impact of incarceration (340)

Related articles from the Densho Encyclopedia :
Stanley Hayami, Joe Kobuki, Manzanar Children's Village, Richard S. Nishimoto, Tamotsu Shibutani, Tamie Tsuchiyama

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340 items
Looking ahead (ddr-csujad-48-8)
doc Looking ahead (ddr-csujad-48-8)
Term paper by Betty Hashimoto for period III Social Problems class taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. Before being sent to Manzanar, Betty had planned to attend Woodbury Business College and then get a job as a receptionist with solid accounting skills. Betty briefly mentions a need for the Nisei …
My future in the post-war America (ddr-csujad-48-7)
doc My future in the post-war America (ddr-csujad-48-7)
Term paper by Jogi Yamaguchi for period III Social Problems class taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. Jogi first discusses the choice he had to face in staying in America or leaving for Japan. He knows life in the US will be difficult and doesn't think he will ever see …
Letter from Dillon S. Myer, Director, War Relocation Authority, to Project Directors, June 8, 1943; Community analysis report, no. 5 (June 1943) (ddr-csujad-48-57)
doc Letter from Dillon S. Myer, Director, War Relocation Authority, to Project Directors, June 8, 1943; Community analysis report, no. 5 (June 1943) (ddr-csujad-48-57)
Letter from Dillon S. Myer to Project Directors on June 8, 1943. Report on "Evacuee Resistances to Relocation" (or, leaving the incarceration camps). Evacuee resistance to relocation. Presents three "fundamental reasons" for the "relocation program" designed to encourage people to move out of the incarceration camps, then describes the "ideal relocation program," which would see "every …
Our future (ddr-csujad-48-34)
doc Our future (ddr-csujad-48-34)
Assignment by Mary Mitsuuchi for period 5 Social Problems class taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. Mary discusses the future for Japanese Americans. She says the day of forced evacuation brought a number of uncertainties. However, those that have left camp for work have found very favorable conditions. Schools have …
My future (ddr-csujad-48-16)
doc My future (ddr-csujad-48-16)
Term paper by Shig Katayama for Social Problems class taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. Shig's greatest wish is to live in a democratic world and be a success in his chosen career. He has intended to attend the college of Pharmacy at UC Berkley and run a small drug …
Memory of evacuation (ddr-csujad-48-20)
doc Memory of evacuation (ddr-csujad-48-20)
Assignment by Henry Haruda for period VIII World Geography and History class taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. Henry recounts needing to leave his dog Scrappy behind when his family left Los Angeles. He tells a story of Scrappy stealing bacon from the grocery store and getting into the neighbor's …
Manzanar schools (ddr-csujad-48-31)
doc Manzanar schools (ddr-csujad-48-31)
Assignment by Henry Nakano for period VIII History class taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. Henry discusses the schools at Manzanr. Initially, the parents worried if there would be any schooling. But Dr. Carter (Superintendent of Schools) reassured them that school would start in the fall. Initially the school did …
Planning ahead (ddr-csujad-48-5)
doc Planning ahead (ddr-csujad-48-5)
Term paper by Helen Kusuda for period III Social Problems class taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. Helen pursued stenography and secretarial work in junior high as she was fascinated by typing. Although fond of typing, Helen switched her major to Cosmology after taking a Home Economics course. She then …
Term report: what will my future ambition be? (ddr-csujad-48-1)
doc Term report: what will my future ambition be? (ddr-csujad-48-1)
Term paper by George Odahara for period V Social Problems class taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. He discusses working in a print shop during middle and high school to become a printer. However, after the war started he changed paths to become a farmer, believing he would never be …
My career (ddr-csujad-48-37)
doc My career (ddr-csujad-48-37)
Term Paper by Matsumura Masuru for period VII Senior Problem class, taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. Matsumura describes his desire to be an aeronautical engineer eventually. He describes the necessary training to become a pilot and a aircraft mechanic. He provides a list of technical schools and colleges that …
Term paper: my plan for the future (ddr-csujad-48-2)
doc Term paper: my plan for the future (ddr-csujad-48-2)
Term paper by Chiyoko Nakasaki for period VII Social Problems class taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. Chiyoko discusses finding an office job after graduation, but she worries about giving the wrong impression or building a bad reputation if she sets out as an independent female. She enjoys listening to …
My plans for my future (ddr-csujad-48-19)
doc My plans for my future (ddr-csujad-48-19)
Term Paper by Haruye Imahori for period VII Social Problems course, taught by Harry Bentley Wells at Manzanar High School. Haruye would like to be a bookkeeper eventually. She recounts the satisfaction in seeing results during her classes. However, war and subsequent forced evacuation create uncertainty for her. She tells that her parents believe the best …
Seimei no jisso (Truth of life); English translation Nectarean shower (Kanro no hou) (ddr-csujad-48-42)
doc Seimei no jisso (Truth of life); English translation Nectarean shower (Kanro no hou) (ddr-csujad-48-42)
Cover title: Kanro no hou. 1st edition printed in the U.S.A., 1938 See this object in the California State Universities Japanese American Digitization project site: ecm_wells_0042
My future (ddr-csujad-48-10)
doc My future (ddr-csujad-48-10)
Term Paper by Hitoshi Yasuda for period 5 Social Problems class taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. Hitoshi opens by discussing the uncertainty he faces in his future, and the characteristics necessary to be successful. Before the war, he had hoped to go to college and get technical training in …
What I like and don't like about Manzanar (ddr-csujad-48-30)
doc What I like and don't like about Manzanar (ddr-csujad-48-30)
Assignment by Ryoko Yano (the first letter is missing due to a torn edge, determined via class roster) for period 8 Geography and History class taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. The author points out the things they like and dislike about Manzanar. They like the nearness to mountains and …
Future (ddr-csujad-48-14)
doc Future (ddr-csujad-48-14)
Term paper by Yoshio Kusayanagi for Social Problems class taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. Yoshio presents a very idealistic view of the needs for good individuals to overcome evil and injustice in the world. He highlights the need for everyone to do their part to win the war, by …
Greeks (ddr-csujad-48-40)
doc Greeks (ddr-csujad-48-40)
Term paper for period I 10-L History class taught by Mr. Harry Bentley Wells, a teacher at Manzanar High School. Ikuyo describes Greek civilization in detail for the assigned final project. Section headings include: Geography; History; Biographies; Civilization; Illustrations; and Maps. Transcription is found in item: ecm_wells_9040. See this object in the California State Universities Japanese …
Relocation through the Brethren Hostel (ddr-csujad-55-793)
doc Relocation through the Brethren Hostel (ddr-csujad-55-793)
Pamphlet covering the Brethren Relocation Hostel. Includes information on reservations, preparing for relocation, leaving camp, arriving in Chicago, amenities, room and board, leisure activities, and hostel services. See this object in the California State Universities Japanese American Digitization project site: sac_jaac_0795
Granada community analysis report, #2 (ddr-csujad-55-788)
doc Granada community analysis report, #2 (ddr-csujad-55-788)
Report on "resettlement" from Granada incarceration camp. Includes: Are you interested in leaving the Center?; Why are you hesitant about resettlement? (including subsections on uncertainty of public sentiment, lack of money, lack of information, lack of confidence in making a reasonably satisfactory living, lack of proper living quarters, family ties and responsibilities, lack of confidence in …
Proposed conference on nine relocation centers: evacuees' future at stake (ddr-csujad-55-796)
doc Proposed conference on nine relocation centers: evacuees' future at stake (ddr-csujad-55-796)
Statement regarding the proposed "Relocation Center" conference by Thomas T. Sashihara, Chairman, Heart Mountain Community Council. Sashihara comments on the complexities of "evacuees" relationship with the W.R.A. and discusses proposed topics for the conference. Includes additional commentary on the following topics: transportation, freight, aid rendered for group relocation, loans and assurance of financial aid, W.R.A. field …
Nisei Wartime Internment Research Project: report on preliminary findings (ddr-csujad-55-159)
doc Nisei Wartime Internment Research Project: report on preliminary findings (ddr-csujad-55-159)
Report on findings from the Nisei Wartime Internment Research Project by Donna Nagata and Yuzuru Takeshita of the University of Michigan department of psychology. Includes description of the survey group, characteristics of respondents, and presentation of findings on the following topics: communication with parents and children, comfort in talking about the incarceration, reasons for reluctance to …
Comparison and contrasts of Poston children with 2 years ago, and with H.I. Schools (ddr-csujad-55-1800)
doc Comparison and contrasts of Poston children with 2 years ago, and with H.I. Schools (ddr-csujad-55-1800)
Form for comparing the present skills of Poston children with their skills two years ago. Includes ratings for quality of English, habits, initiative, attitude, social organization, and favorable observations. See this object in the California State Universities Japanese American Digitization project site: sac_jaac_1803
Letter from Mrs. Sakazaki to Raymond Best, Director of Tule Lake Camp (ddr-csujad-2-12)
doc Letter from Mrs. Sakazaki to Raymond Best, Director of Tule Lake Camp (ddr-csujad-2-12)
Letter from Mrs. Sakazaki to Raymond Best, Director of Tule Lake Camp, requesting for the release of her husband, Tokuraro Sakazaki ,from the army stockades at Tule Lake Camp. Includes her letter in Japanese and notes about her interpreter and situation. See this object in the California State Universities Japanese American Digitization project site: sjs_sch_0012
[Minutes of the special meeting of the divisional responsible men of the Tule Lake Center, April 8, 1944] (ddr-csujad-2-19)
doc [Minutes of the special meeting of the divisional responsible men of the Tule Lake Center, April 8, 1944] (ddr-csujad-2-19)
Meeting minutes of incarceree-led Tule Lake Camp government. Describes donations to the camp, election of a new representative body, and a fight within the camp. See this object in the California State Universities Japanese American Digitization project site: sjs_sch_0019
Community Analysis Notes, no. 1, January 15, 1944 (ddr-csujad-2-84)
doc Community Analysis Notes, no. 1, January 15, 1944 (ddr-csujad-2-84)
Titled as: From a Nisei who said "No." Account by an unnamed Community Analyst at Manzanar of the "life experience and viewpoints" influencing a young man's "No" response to the Army registration form's Question 28. The account stems from the analyst's notes, reproduced verbatim, from an exchange between the young man and the Hearing Board authorized …
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