US History · 11th Grade · Cold War & Civil Rights · Weeks 28-36

Japanese American Internment

Investigate the forced relocation and internment of Japanese Americans during World War II.

• Common Core State Standards
• C3: D2.Civ.12.9-12
• C3: D2.His.14.9-12

About This Topic

The Red Scare and McCarthyism covers the period of intense anti-communist hysteria within the United States during the early Cold War. This topic examines the hunt for 'subversives' in the government, the military, and the entertainment industry, led by figures like Senator Joseph McCarthy and the House Un-American Activities Committee (HUAC). Students analyze the impact of the 'Blacklist' and the tension between national security and the protection of individual civil liberties.

For 11th graders, this topic is essential for understanding how fear can be used as a political tool and the importance of due process in a democracy. It highlights the social pressure to conform and the high cost of dissent. Students grasp these complex social and legal issues faster through mock hearings and collaborative investigations into the 'parallels' between the 1950s and modern political climates.

Key Questions

1. Analyze the motivations and justifications for the internment of Japanese Americans.
2. Critique the Supreme Court's decision in Korematsu v. United States.
3. Evaluate whether the internment was a security necessity or a racist injustice.

Learning Objectives

• Analyze the primary motivations and justifications presented by the US government for the internment of Japanese Americans during World War II.
• Critique the legal reasoning and historical impact of the Supreme Court's decision in Korematsu v. United States.
• Evaluate the extent to which national security concerns, as opposed to racial prejudice, influenced the decision to implement internment policies.
• Compare and contrast the experiences of different groups of Japanese Americans, including citizens and non-citizens, during the internment period.

Before You Start

World War II: Causes and Major Events

Why: Students need a foundational understanding of the global conflict and the attack on Pearl Harbor to grasp the immediate context for the internment.

Civil Liberties and Constitutional Rights

Why: Understanding concepts like due process, equal protection, and freedom from unreasonable searches is crucial for analyzing the legal and ethical dimensions of the internment.

Key Vocabulary

Executive Order 9066	The presidential order signed by Franklin D. Roosevelt in 1942 that authorized the forced removal and incarceration of people of Japanese ancestry from designated military areas on the West Coast.
internment camp	A facility, often hastily constructed and with minimal amenities, where Japanese Americans were forcibly confined during World War II, despite many being US citizens.
habeas corpus	A legal recourse through which a person can report an unlawful detention or imprisonment to a court, demanding that the custodian justify their custody.
Nisei	Second-generation Japanese Americans, born in the United States, who were largely citizens and were also subject to internment.
Issei	First-generation Japanese immigrants to the United States, who were often ineligible for citizenship and faced particular discrimination.

Watch Out for These Misconceptions

Common Misconception

Joseph McCarthy was the only person leading the anti-communist hunt.

What to Teach Instead

While he was the most famous, the 'Red Scare' was a broad movement involving the FBI, the Truman administration's loyalty oaths, and local governments. A 'web of fear' activity helps students see how widespread the movement was.

Common Misconception

Everyone accused of being a communist was actually a spy.

What to Teach Instead

The vast majority of people targeted were simply liberals, labor activists, or people with unpopular opinions who had no connection to espionage. Peer-led analysis of the 'evidence' used in hearings helps students see the lack of due process.

Active Learning Ideas

Simulation Game: The HUAC Hearing

Students take on the roles of committee members, 'friendly' witnesses, and those who refuse to testify (the 'unfriendly' witnesses). They experience the pressure to 'name names' and the immediate social and professional consequences of their choices.

60 min·Whole Class

Inquiry Circle: The Blacklist

Small groups research the impact of the Red Scare on Hollywood or the teaching profession. They create a 'profile' of an individual whose career was destroyed by accusations and discuss the lack of evidence required for a 'blacklist.'

50 min·Small Groups

Think-Pair-Share: 'Have You No Sense of Decency?'

Students watch or read the climax of the Army-McCarthy hearings. They work in pairs to discuss why this single moment led to the sudden collapse of McCarthy's power and what it says about the importance of public perception.

30 min·Pairs

Real-World Connections

• Historians and legal scholars continue to study the Japanese American internment as a case study in civil liberties violations, informing contemporary debates about national security measures and the rights of minority groups during times of crisis.
• The Civil Liberties Public Defender office in Los Angeles, and similar organizations nationwide, advocate for the rights of marginalized communities, drawing lessons from historical injustices like the internment to prevent their recurrence.
• Museums like the Japanese American National Museum in Los Angeles preserve the stories and artifacts of internment survivors, offering educational programs that connect historical events to present-day issues of prejudice and resilience.

Assessment Ideas

Discussion Prompt

Pose the following question to students: 'Given the historical context of World War II and the fear of Japanese invasion, was the internment of Japanese Americans a justifiable security measure or a profound violation of civil rights? Support your argument with evidence from primary and secondary sources.' Facilitate a structured debate where students present opposing viewpoints.

Quick Check

Provide students with a brief excerpt from the Korematsu v. United States Supreme Court decision. Ask them to identify the majority opinion's central argument and write one sentence explaining why Justice Murphy's dissent is considered significant in retrospect.

Exit Ticket

Ask students to write a short reflection answering: 'What is one key lesson about the balance between national security and individual liberties that can be learned from the Japanese American internment experience?'

Frequently Asked Questions

What was McCarthyism?

McCarthyism refers to the practice of making unfair and unsubstantiated accusations of disloyalty or subversion, named after Senator Joseph McCarthy who claimed to have lists of communists working in the U.S. government.

What was the 'Blacklist' in Hollywood?

It was a list of actors, writers, and directors who were suspected of having communist sympathies and were subsequently denied work in the film industry for years, often based on their refusal to testify before HUAC.

How did the Red Scare affect ordinary Americans?

It created a culture of fear and conformity. People were afraid to join organizations, sign petitions, or speak out on controversial issues for fear of being labeled a 'communist' and losing their jobs or social standing.

How can active learning help students understand McCarthyism?

Active learning strategies like 'Mock Hearings' allow students to feel the psychological pressure of the era. By role-playing the choice to 'name names' or face a blacklist, they realize that McCarthyism wasn't just about politics, but about personal integrity and fear. This hands-on approach helps them understand why so few people spoke out against McCarthy for so long and the importance of protecting dissent in a free society.