Annotated Bibliography

Primary

Brown-Nagin, Tomiko. Personal Interview. 12 May. 2014.
Burgin, Angus. Personal Interview. 20 May. 2014.
Daniels, Roger. Personal Interview. 16 May. 2014.
Kinzley, Dean. Personal Interview. 14 May, 2014.
Lange, Dorothea. Oakland, Calif., Mar. 1942. A Large Sign Reading "I Am an American" Placed
in the Window of a Store, at 13th and Franklin Streets, on December 8, the Day after
Pearl Harbor. The Store Was Closed following Orders to Persons of Japanese Descent to
Evacuate from Certain West Coast Areas. The Owner, a University of California Gradu-
ate, Will Be Housed with Hundreds of Evacuees in War Relocation Authority Centers for
the Duration of the War. 1942. National Archives and Records Administration, Oakland
California. Library of Congress. Web. 19 May 2014.
<http://www.loc.gov/pictures/item/2004665381/>.

This primary source demonstrates a Japanese mans effort to display that he is an American. As
depicted, he had a large sign made for his store-front window. The title of the image gives the
viewer an understanding that Japanese men could not do enough to stop the government from
sending them to camps to be interned.

Suyemoto, Toyo, and Susan B. Richardson. I Call to Remembrance: Toyo Suyemoto's Years of
Internment. N.p.: n.p., n.d. Electronic.
This is a primary source since the primary source is published by Richardson. This book helped
the group see the Japanese American point of view as a Japanese American woman lived in the
internment camps with a small boy. The poetic qualities of the primary source showed her sor-
row and the depth of what she was feeling.

Wax, Rosalie H. In and Out of the Tule Lake Segregation Center: Japanese Internment in
the west, 1942-1945. Montana: The Magazine of Western History 37, 2 (Spring
1987):12-25.
With this primary source journal, we learned the plan of the army and also how the camps were
set up for the internees. Furthermore, the conditions and actives that went on inside the camps
were explained and examined.

Wu, Hui. Writing and Teaching behind Barbed Wire: An Exiled Composition Class in a Japa-
nese-American Internment Camp. JSTOR., 2007
Hui Wu revealed the truth of the education of the Japanese children inside the camps. His work
is a primary source because he was a teacher inside the camps.

<http://amhistory.si.edu/ourstory/activities/internment/more.html>.
The information and pictues we were able to gather from this website helped portray what hap-
pened in the camps everyday, and the daily lives that the internees had to live through.
<http://cdn.theatlantic.com/static/infocus/ww2_10/w32_40222028.jpg
The image the group found on this website is significant because it clearly represents the respon-
sibilities of the Japanese, because they still signed up to fight for America, even though the US
government was imprisoning their fellow Japanese-Americans.

<http://graphics8.nytimes.com/images/2010/01/20/arts/20garner_CA0/articleLarge.jpg>.
This image showed the atomic bomb and the largeness of the scale in which it happened. The
immenseness of the bomb made the group realize the damage it inflicted.

<http://history.howstuffworks.com/history-vs-myth/japanese-internment-camp3.htm>.
This picture showed the vandalism that the Japanese Americans had to deal with when they came
home from their long stay in the internment camps.

<http://j387communicationhistory.weebly.com/uploads/6/4/2/2/6422481/9570841_orig.png >.
The group used the image from this website to clearly represent the propaganda that the United
States was showing the citizens. It was used to help explain the importance of the responsibilities
of the Japanese-Americans by their action of joining the war on the side of the US.

<http://library.thinkquest.org/trio/TTQ04160/Complete%20Site/loyalty/000365.jpg>.
This image was captured in the camps so it is a primary source, and it helped our group under-
stand more of what life was like in the camps.

<http://library.thinkquest.org/TQ0312008/bhjic.html>.
This website provide the group with valuable information and pictures concerning the conditions
of life in the camps as well as transitions in and out of the camps.

<http://media-cache-ak0.pinimg.com/236x/e0/60/43/e06043a2484981f5490587a22f869286.jpg>.
The group used this image because it is a news article from the day that Pearl Harbor was
bombed, and this was significant to out group, because that event is the main trigger that led to
the internment of the Japanese-Americans.

<http://mrshillwikiah3.wikispaces.com/file/view/442_2nd.jpg/217011652/442_2nd.jpg>.
This image demonstrated the determined thoughts of the Japanese Americans to serve, and
showed the realness of the internment and loyalty.

<http://niseiveterans.blogspot.com/2012_05_01_archive.html>.
The images we chose to utilize from this website are of veterans who had many stories to tell,
and they helped us understand what happened in the camps.

<http://seattletimes.com/special/centennial/june/internment.html>.
This website shows primary images of the conditions that the internees had to endure. This was
useful to our group, because the group could see the hardships right from the camps.

<http://static.ddmcdn.com/gif/japanese-internment-camp-3.jpg>.
This image clearly demonstrated the layout of the housing buildings in the camps, and allowed
our group to see the compactly placed buildings that the interned Japanese were subjected to.

<http://upload.wikimedia.org/wikipedia/commons/4/43/Posted_Japanese_American_Exclusion_
Order.jpg>.
This picture is of a poster hung up telling the Japanese that they would be escorted to a new
home. This helped the group because it portrayed how abrupt and unkindly the Japanese were
taken.

<http://wiki.ncac.org/Dorothea_Lange_Japanese_Internment_Photographs>.
The most important image from this website is a group a Japanese boys who are still loyal to the
US, even though the government was interning them, which ties into the theme of responsibili-
ties.

<http://wodumedia.com/world-war-ii-internment-of-japanese-americans/a-scene-during-one-of-
many-transfers-of-japanese-american-evacuees-from-assembly-centers-to-war-relocation-
centers-in-1942-loc/>.
We used the pictures on this website, which are primary sources from inside the camps, to illus-
trate the chaos and disorder to relocation and the camps in general.
<http://wodumedia.com/world-war-ii-internment-of-japanese-americans/these-48-japanese-
americans-from-the-granada-relocation-center-near-lamar-colorado-reported-for-preinduction-
physical-examinations-at-the-denver-induction-station-on-february-22-1944-ap-photo/ >.
This website included many images of the hardships that the Japanese were forced through once
they were interned, and the group could better understand the poor living styles of these people
during the time that they had been interned.

<http://www.bookmice.net/darkchilde/japan/japan/sign.jpg>.
The pictures the group used from this website significantly illustrated the difficulties that the
children in the internment camps had to face, and the group saw primary images of these suffer-
ing children.

<http://www.bookmice.net/darkchilde/japan/jerome.html >.
The pictures from this website were mainly of pictures of inside the living quarters of the intern-
ees, and this helped the group understand the lack of resources and space from first-hand in the
camps.

<http://www.digitalhistory.uh.edu/learning_history/japanese_internment/internment_menu.cfm>.
The picture is a primary source, and it allowed our group to understand, first handedly, to see the
conditions in the camps.
<http://www.georgetowner.com/articles/2011/nov/03/greatest-generation-japanese-american-
wwii-veterans-receive-congressional-gold-medal/>.
The man in the pictures on this website explain the hardships of being interned, and it better
helped us understand what happened to people in these camps.

<http://www.history.army.mil/html/topics/apam/100-442_photos.html>.
This image helped the group see the reactions of the Japanese Americans as they received recog-
nition from President Truman.
<http://www.history.navy.mil/photos/events/wwii-pac/pearlhbr/ph-ja3.htm>.
The pictures from this website were taken of the damage at the site of Pearl Harbor, which was
the main leading cause to the internment of the Japanese-Americans. These pictures are a prima-
ry source.
<http://www.ht-la.org/htla/projects/oralhistory/japaneseinternment/quotes.html>.
From this source, we were able to find quotes from primary sources that explain the difficulties
that the Japanese-American people had to endure through the journey of internment camps.

<http://www.loc.gov/pictures/item/2006690088/>.
The picture shows the way Franklin D. Roosevelt looked when he signed the Execution Order
9066 in 1942. It gave a more personal feel to the information.

<http://www.ourdocuments.gov/doc_large_image.php?doc=74>.
The pictures that the group used from this link were important to the group and our website be-
cause they showed documents regarding the specific acts that were signed that lead to the in-
ternment of the Japanese-Americans.

<http://www.squidoo.com/dorothealange>.
The pictures the group utilized from this website allowed the group to see the harsh and dry con-
ditions that came along with living it the internment camps. They were all taken in the camps, so
the are primary sources.

<http://www.washingtonlife.com/2010/11/11/wl-events-honoring-japanese-american-vets/>.
The pictures from this website were important because they were of the people recently, who
were in internment camps during World War II.

<http://www.youtube.com/watch?v=6mr97qyKA2s>.
This video proved aelpful in the sense that we were able to explain the movement between
camps, as well as the process that led up to the action of internment.
<http://www.youtube.com/watch?v=ewkDuQ7yZlI>.
This is a primary source video, because the author of this video is explaining their life in the
camp, which is another primary source that gave us detailed information regarding the daily lives
of the people that lived in the internment camps.
<http://www.youtube.com/watch?v=ujDPvUFSfdw>.
This video helped us understand how the Japanese felt about fighting for America while their
families were living in the internment camps. These are primary sources from the Japanese
Americans point of view.

<http://www.youtube.com/watch?v=yogXJl9H9z0>.
This video is a first-hand report of what this man, George Takei, went through, and his experi-
ences inside the fences of the internment camps, which gave us more primary information
Secondary

Bearden, Russel. "The False Rumor of Tuesday: Arkansas's Internment of Japanese-Ameri-
cans. "The Arkansas Historical Quarterly 41 (1982):327- 39. JSTOR. 24 Nov. 2013
<http://www.jstor.org/stable/40038522 >.
This secondary source helped to explain the extent of the laws to restrain the Japanese-
Americans. Also, it clearly laid out the harsh conditions the internees had to endure, as well as
help to understand how all of the questioning began.


Bloom, Leonard. "Familial Adjustments of Japanese- Americans to Relocation: First Phase."
American Sociological Review 8.5 (1943): 551-60. JSTOR. Web. 18 Oct. 2013.
This secondary source told me about the impact the internment had on Japanese American famil-
ial patterns. The journal shows that the internment caused many families to be pulled apart, how
they adjusted.

Daniels, Roger. "Incarcerating Japanese Americans." OAH Magazine of History 16.3 (2002): 19-
23. JSTOR. Web. 29 Oct. 2013.
This article stated the ways in which the Japanese Americans were treated and how American
Government acted. The secondary information made the group realize the harshness of the relo-
cation.

Davis, Charles, and Jeffrey Kovac. "Confrontation at the Locks: A Protest of Japanese Removal
and Incarceration during World War II." Oregon Historical Quarterly 107.4 (2006): 486-
509. JSTOR. Web. 18 Oct. 2013.
This secondary source article told the group about the people in the Civilian Service Camps, and
how they felt when George Yamada, a fellow member, was taken away to a Japanese American
Internment Camp. This helped give insight on a different point of view from the Americans.

Everest Phillips, Max. The Pre-War Fear of Japanese Espionage: Its Impact and Legacy
Journal of Contemporary History 42, 2 (April 2007): 243-265.
The information from this secondary source article helped to explain the importance of the espi-
onage that lead to the internment. It also outlined the fears of the Americans, and why they
thought the Japanese were a threat to the United States.

Izumi, Masumi. "Prohibiting 'American Concentration Camps'".University of California
Press.74.2 (2005): 165-194. JSTOR. Web. 18 Oct.
2013. <http://www.jstor.org/stable/10.1525/phr.2005.74.2.165>
This analysis showed how the Japanese-American internment camps affected the United States,
even 30 years after the internment process. It contains both primary and secondary sources, alt-
hough most are secondary.

Kaiser, Jennifer. "America's Concentration Camps: Remembering the Japanese American Expe-
rience. March 21 through June 18, 2000." California History 79 (2000): 120-23. JSTOR.
24 Nov. 2013 <http://www.jstor.org/stable/25177634>.
Jennifer Kaiser effectively speaks of artist Chiura Obatas point of view as a camp art teacher; as
well as Sato Hashzumes point of view, who was placed in an internment camp around the age of
ten. Multiple first hand accounts such as these give insight as to accommodations necessary to
improve harsh camp conditions.

Lege, R. P. "Interned Minds." Electronic Journal of Contemporary Japanese Studies 2008
(2008). DOAJ. 24 Nov. 2013
<http://www.japanesestudies.org.uk/discussionpapers/2008/Lege.html>.
This work by R. Lege provides insight into a controversial opinion in support of internment. His
work analyzes the benefits and necessities of internment and racial profiling of Japanese- Ameri-
cans during World War II. This is a secondary source.

Middleton, Martha. Commission Hearings Probe Reparations for Japanese-American
WWII Internment. American Bar Association 67, 11 (November 1981): 1439-1441.
This secondary source journal provided our group information about some statistics concerning
the facilities as well as the Japanese peoples rights. Also, knowledge was acquired about the
losses of the Japanese and their recovery.

National JACL Power of Words II Committee. A Guide to Language about Japanese Ameri-
cans in World War II: Understanding Euphemisms and Preferred Terminology. Power
of Words.(2012): 1-14. Print.
<http://www.jacl.org/news/documents/PoWHandbookFinal.pdf>.
This article written by people of Japanese descent explained clearly the subtle propaganda used
during the internment process. The use of euphemisms lessened the guilt of the American public
and this handbook helped us understand both Japanese-Americans and the publics point of
view during the internment, as well as pointing out all the injustices done to the Japanese. This is
a secondary source.

Ogawa, Masato. The Treatment of Japanese-American Internment during World War II inUnited
States History Textbooks. JSTOR., 2004.
Masato Ogawa helped the group understand the education of the Japanese-Americans during the
internment.

Okihiro, Gary, and Julie Sly. The Press, Japanese Americans, and the Concentration
Camps. Phylon. 44.1 (1983): 66-80. Print. <http://www.jstor.org/stable/274370>.
This article highlighted the malevolent power of the press, helping the reader (us) to understand
how much it affected the internment process. This is a secondary source.

Olowu, Dejo, and Oluwu, D. Civil Liberties versus military necessity: Lessons from the juris-
prudence emanating from the classification and internment of Japanese- American dur-
ing World War II. Comparative and International Law Journal of Southern Afri-
ca. 43.2 (2010): 190-212. Print. <http://www.jstor.org/stable/2325361>.
This article compared civil liberties (rights) and military necessity (safety). It was extremely crit-
ical to understanding where the rights of an individual ended and where the safety of a nation
began, justifying the removal of the some 110,000 people of Japanese-American from the west
coast of the United States. This is a secondary source.

Petersen, William. "The Japanese-American Internment." JSTOR. The Phi Beta Kappa Society,
1990. Web. 03 Feb. 2014.
This collection of reviews show the American Publics points of views on the entire internment
process. This is mainly a secondary source.

Smith, Christina. Theorizing Circulation in Visual Rhetoric Dorothea Lange. Journal of Vis-
ual Literacy. 31.2 (Fall 2012): 71-85. Print. <http://ivla.org/drupal2/content/journal-
visual-literacy>.
This article explained the censorship of the documentation taken during the internment ordeal
and how it was never circulated widely to the public even after World War II was over, which
showed that the United States was ashamed of the entire process. This is a secondary source.

Starn, Orin. Engineering Internment: Anthropologists and the War Relocation Authori-
ty.American Anthropological Association. 13.4 (Nov., 1986): 700-720. Print.
<http://www.jstor.org/stable/644462>.
Starn briefly examines how the internment camps were always portrayed strictly as successful,
happy communities made the public lose interest in the camps, before analyzing how anthropol-
ogists aided in the loss of Japanese culture seen during this internment period. This is a second-
ary source.

Sugiman, Pamela. These Feelings That Fill My Heart: Japanese-Cadadian Womens Memories
of Internment.
Pamela Sugiman facilitated the opinions of the Japanese Americans through the hardships expe-
rienced in the camps. Her work was a secondary source.

Sundquist, Eric J. "The Japanese- American Internment." The American Scholar 57.4 (1988):
529-47. JSTOR. Web. 16 Oct. 2013.
This article was a second hand whole outline of what happened during World War II, but the in-
formation on the American reasons for discrimination were especially intricate and informative.

Thomas, Dorothy. Some Social Aspects of Japanese-American Demography. JSTOR., 1950
Dorothy Thomas demonstrated the social aspects of the Internment Camps and how it affected
her life. This article is a secondary source.

Twomey, Christina. Double Displacement: Western Womens Return Home from Japanese In-
ternment in the Second World War. JSTOR., 2009.
Christina Twomey described the return of the Japanese from the Internment Camps and the life
that followed. This is a secondary source of Japanese Americans dismissal of the camps.

Weber, Mark. "The Japanese Camps in California World War II West Coast Camps for Japa-
nese-Americans." The Journal of Historical Review 2 (1981): 45-58. The Japanese
Camps in California. 2013. Institute for Historical Review. 24 Nov. 2013
<http://www.ihr.org/jhr/v02/v02p-45_Weber.html>.
This work by Mark Weber provides secondary information on the events leading up to Japanese-
American internment. Weber also describes the harsh conditions of internment camps.

Wenger, Gina M. "History Matters: Children's Art Education Inside the Japanese American In-
ternment Camp." Studies in Art Education 54 (2012): 21-36. Education Full Text. H.W.
Wilson. Discus- South Carolina State Library -(GEO). 24 Nov. 2013
<http://ehis.ebscohost.com/ehost/detail?sid=28909925-06ce-40c1-a497-
f5a15308fc7e%40sessionmgr114&vid=1&hid=109&bdata=#db=eft&AN=825852
03>.
Gina Wegner gives a secondary review of artwork by children in the internment camps. She
gives explanations as to what thoughts are expressed in the artwork.

Wegner, Gina L. Documentary Photography: Three Photographers Standpoints on the
Wax, Japanese-American Internment. Art Education 60, 5 (September 2007): 33-38.
This secondary source journal gave our group information about the living quarters that the Jap-
anese people endured. Also it helped understand the cultural loss of the internees.