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Japanese internment camps introduction essay
Indian tribal communities
Japanese internment camps introduction essay
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Mine Okubo's Citizen 13660 - Japanese Americans Have No Rights
“We hold these truths to be self-evident…”(Weiler). As stated in the Declaration of Independence, all American citizens are “endowed by their Creator with certain unalienable Right ”(Weiler) website. However, the United States did not hold true to this promise when removing all Nisei, Japanese Americans, from the pacific coast and transporting them to various relocation centers. In these relocation centers, the Nisei, also referred to as evacuees, were burdened to live in harsh environments, secluded from the outside world. The novel Citizen 13660 describes how the United States stripped the Nisei of their unalienable rights nor other rights entitled to United States citizens.
All American citizens are entitled to the right to vote. While in the relocation centers the Nisei had very little contact with the outside world. In an act to solidify and come together as a camp, the evacuees decided they would try to form a type of self-government which would consist of a Center Advisory Council. For some this would be a completely new experience. “The election gave the Issei their first chance to vote along with their citizen offspring” (Okubo 91). The Issei, not being American citizens having emigrated from Japan, did not have the right under the United States Constitution to vote. However, their only chance at voting was shortly taken away when army orders said that only American citizens would be able to vote. Soon however, all forms of voting for the self-government were disassembled when army orders stopped the planning of the Assembly Center government. This goes against Amendment XV of the United States Constitution which state, “The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude” (“The American Presidency”). Also, when taken to the relocation camps, the Nisei lost all representation in the United States government. They no longer had a representative to tell about problems with the camp or to even protest being there. By being relocated they lost their right to vote a representative.
In the United States, it is illegal to hold a person against their will without probable cause yet the Issei and Nisei were both stripped from their homes and brought to a foreign location.
After the bombing of Pearl Harbor, Japanese Americans were regarded as a threat to the U.S. President Roosevelt issued Executive Order 9066, also know as the Exclusion Order. This Order stated that any descendents or immigrants from enemy nations who might be a threat to U.S. security will report to assembly centers for Internment. There were no trials or hearings. They were forced to evacuate and many lost their homes and their businesses. Fred Korematsu refused to go. He was a U.S. citizen. Fred Korematsu was grabbed by police, handcuffed, and taken to jail. His crime -- defying President Franklin Roosevelt's order that American citizens of Japanese descent report to internment camps
The United States of America a nation known for allowing freedom, equality, justice, and most of all a chance for immigrants to attain the American dream. However, that “America” was hardly recognizable during the 1940’s when President Franklin Roosevelt issued Executive Order 9066, ordering 120,000 Japanese Americans to be relocated to internment camps. As for the aftermath, little is known beyond the historical documents and stories from those affected. Through John Okada’s novel, No-No Boy, a closer picture of the aftermath of the internment is shown through the events of the protagonist, Ichiro. It provides a more human perspective that is filled with emotions and connections that are unattainable from an ordinary historical document. In the novel, Ichiro had a life full of possibilities until he was stripped of his entire identity and had to watch those opportunities diminish before him. The war between Japan and the United States manifested itself into an internal way between his Japanese and American identities. Ichiro’s self-deprecating nature that he developed from this identity clash clearly questions American values, such as freedom and equality which creates a bigger picture of this indistinguishable “America” that has been known for its freedom, equality, and helping the oppressed.
Economic interest also encouraged the racism against the Japanese. Tough Japanese work ethics made Japanese businesses competition for Americans. Interest groups and individuals demanded legislators take action against all Japanese. All persons of Japans ancestry, including American citizens of Japanese ancestry, called Nisei, were reported to concentration camps. In reading American Constitutional Interpretation, it states, "General DeWitt explained, it was legitimate to put the Nisei behind barbed wire
Frieden, Jeffry A., David A. Lake, and Kenneth A. Schultz. World Politics. New York: W.W. Norton &, 2013. Print.
FYI (This is a biased written paper written if one were to defend Japanese Internment)
Mingst, K. A. (2011). Essentials of international relations. (5th ed., p. 79). New York, NY: W.W. Norton & Company.
The Head Start program is extremely beneficial to communities across the United States of America. The program set goals, continues to accomplish them, remedies educational setbacks for low-income families and children and raises debates about the success of such programs which only pushes them to strive harder to reach their goals.
The first inception of individual rights began with the founding fathers of the United States, who had a vision in which all citizens would have the right to live in this country without being discriminated based on race, gender, religion, or sexual preference (US Constitution, 2010). These are basic human rights for which many people lost their lives to protect as this country was formed. Nonetheless, today one lives in a society in which one must fight to continue to posses those rights once again. Similar to the rest of history, when there have many examples of individual rights were not protected.
Head Start does an adequate job at meeting the needs of children in the manner in which it was originally founded. The Head Start program is not bad and should not be done away with. But, from what I have learned through this study, amendments could be made to increase the longevity of the desired results. In this paper I will discuss the Head Start program. How Head Start has succeeded. The way it attempts to influence children’s behaviors. I will also discuss some of the shortcomings of the Head Start program and ways to make the program more effective.
The announcement was given in the spring of 1965 that an official head start program had been developed and was going to be given a ...
Zigler, Edward and Susan Muenchow. Head Start: The Inside Story of America's Most Successful Educational Experiment. New York, BasicBooks: 1992.
Zigler, Edward, and Sally J. Styfco. The Head Start Debates. Baltimore, Md: P.H. Brookes Pub, 2004. Print.
The Italian Renaissance is appropriately known as a period of such dynamic change within cultural innovations amongst European civilization that it is seen as a major turning point in European history. This age of rebirth abnormally broke the bonds of earlier cultural restraint and unleashed an outbreak of innovations that would forever change the course of history. Despite the common misunderstanding of the Italian Renaissance being a period of originality or of a reawakening of older cultures, it generated fundamental modernizations that accelerated growth in a vast number of forever impacting ways. Lasting from about 1350-1550, this age of modernized technology conveyed a sense of distinctive themes in art, which globalized the unification of a diverse culture. Within the Italian Renaissance, artistic innovations accelerated a new and centralized life and culture in Western European history.
“Known as the Renaissance, the period immediately following the Middle Ages in Europe saw a great revival of interest in the classical learning and values of ancient Greece and Rome” (History). The word Renaissance is French for rebirth (Sachs 7). The origins can be traced back to Italy in the 14th century (History). Florence, Venice, and Rome grew into major centers in art, due to the changes that were occurring during this time (Sachs 7.) Artists across the country were exploring their newfound creativity and for new ways to express these advanced concepts (Sachs 7). The Renaissance was a time for artistic expression, especially through the eyes of Leonardo da Vinci, Michelangelo, and Raphael.
History and time are considered to be cultural formations since a History cannot be detached from the culture in which it is produced and received. It is through culture that a historical sense is achieved and in fact, each culture experiences History in a different way leading us to the current perception of History as not being one, but many histories depending on the cultural groups involved. Historians have fought throughout the centuries on whether such thing as “objective History” can exist but in the end, even materialist historians will admit that the reality of History is so complicated and contradictory that no single version could possibly represent the truth; consequently different interpretations are inevitable.