The Japanese American Exhibit and Access Project jmccartney Thu, 09/10/2009 - 07:51
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Photo, Seattle Post-Intelligencer Collection, Museum of History and Industry
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Internment experiences of Americans and Canadians of Japanese heritage in the Northwest during World War II are documented in this site, which features an exhibit that "tells the story of Seattle's Japanese American community in the spring and summer of 1942 and their four month sojourn at the Puyallup Assembly Center known as 'Camp Harmony.'" The internment camp section furnishes nearly 150 primary documents--including 12 issues of the "Camp Harmony Newsletter," 16 government documents, ten letters, 39 photographs, 24 drawings, a scrapbook, 20 newspaper clippings, and a 7,500-word chapter from the book Nisei Daughter that describes camp life. The site also provides archival guides and inventories for 21 University of Washington Library manuscript holdings relating to the internment and for 21 related collections; a 46-title bibliography for further reading; and additional information and documents related to Japanese Canadian internment. Valuable for those studying the wartime experiences and culture of interned Japanese Americans.

Densho: The Japanese American Legacy Project Anonymous (not verified) Fri, 01/25/2008 - 22:21
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"Densho" means "to pass on to the next generation." In this quest, this website offers an archive of more than 668 oral histories presented in countless hours of video interviews on Japanese American incarceration during World War II. Materials also include approximately 12,000 historical photographs, documents, and newspapers. Visitors to this website should keep in mind that Densho is continually engaged in expanding its resources and adding more interviews, photographs, and documents, so be sure to check back periodically to discover new content!

Access to archival materials requires free registration. Once registered, users may select materials according to 32 topics, including immigration, community, religion and churches, education, race and racism, identity values, resistance, economic losses, redress and reparations, and reflections on the past.

Materials available without registration include lesson plans and information on "Causes of the Incarceration," "Civil Rights and Japanese American Incarceration," "Sites of Shame: Japanese American Detention Facilities," and "In the Shadow of My Country: A Japanese American Artist Remembers." The website also offers 90 multimedia materials providing historical context, a timeline, a glossary, and a list of related sources in print and online.

Researching Adolescent Immigrant History

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photographic print, Young Greek Shoe-Shiners, April 1912, Lewis Wickes Hine, LO
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I am a geography teacher in Los Angeles, CA. I want to teach about immigration to California from other countries to my 9th-grade students. Most of my students either have immigrant parents or are immigrants themselves. Do you have any suggestions as to where I can find resources about teen or child immigrants throughout history?

Answer

It’s great to hear that students are learning geography and I like your idea of using immigration, past and present, to help them learn this subject. A focus on children and teens only makes the plan more exciting, and I hope you find some resources that will fit your teaching goals and context in the set below.

California History Online

You may want to start with the go-to site for teaching K–12 California history, Calisphere. This site, produced by the California Digital Library at the University of California Libraries, has essays, texts, and images relevant to the history of California and its place in regional, national, and international events. Browse their collection on immigration here.
Search the site using the key phrase ”child immigrant” and you get hundreds of results including texts and images. Learn more about four groups, including African Americans and Hispanic Americans, by starting on their page, “California Cultures.”

Also check out the Library of Congress’s American Memory sites, California As I Saw It: California, 1849–1900 or Chinese in California, 1850–1925. At the latter site, one of the things you can find through an “immigration” search are official “certificates of residence.” Using one of these can provoke all kinds of questions from students and enable making connections to the present.

Focus on Children and Immigration

Additional potentially useful sites that address this topic include:

Print and Community Resources

Off-line, you may want to check out Phillip Hoose’s book, We Were There, Too! Young People in U.S. History. Here you will find short essays about specific young people in the past, both the famous and more obscure.

And don’t forget to check out your local museums, libraries, and independent bookstores. Often they have local history collections and programs that can help you make history come alive!

Good luck!

Hawaiian Statehood

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Photography, Unspoiled north shore of Hawaii's Oahu Island, between 1980 and 200
Question

When and why did Hawaii become a state?

Answer

Hawaii—a U.S. territory since 1898—became the 50th state in August, 1959, following a referendum in Hawaii in which more than 93% of the voters approved the proposition that the territory should be admitted as a state.

There were many Hawaiian petitions for statehood during the first half of the 20th century.

The voters wished to participate directly in electing their own governor and to have a full voice in national debates and elections that affected their lives. The voters also felt that statehood was warranted because they had demonstrated their loyalty—no matter what their ethnic background—to the U.S. to the fullest extent during World War II.

In retrospect, perhaps, the genuinely interesting question about Hawaii’s becoming a state is why it took so long—60 years from the time that it became a U.S. possession. There were many Hawaiian petitions for statehood during the first half of the 20th century. These were denied or ignored. Some in the U.S. had been convinced, even at the time of Hawaii’s annexation, that Hawaii had no natural connection to the rest of the states. It was not contiguous territory, most obviously, but 2,000 miles from the coast.

In retrospect, perhaps, the genuinely interesting question about Hawaii’s becoming a state is why it took so long.

Hawaii’s annexation in 1898 had much to do with the power of American plantation owners on the islands and the protection of their financial interests—both in gaining exemption from import taxes for the sugar they shipped to the U.S. and in protecting their holdings from possible confiscation or nationalization under a revived Hawaiian monarchy. There was considerable sentiment in the U.S. that annexation would be an unjust, imperialistic, and therefore un-American, move (Hawaii had more than sugar; it was a potential harbor and coaling station for naval vessels and was historically pressured in the 18th and 19th centuries for concessions by countries including Great Britain, Japan, and Russia).

Nevertheless, at the time of annexation the monarchy itself had only been in existence for a century, and originally consolidated power brutally, with the help of European sailors and firepower. Even by the end of the 19th century, a significant portion of the Caucasian residents of Hawaii had been born and raised there and considered themselves natives. Complicating the question was a large population of immigrant Japanese, Chinese, and Portuguese, all of whom had been originally encouraged to come in order to supply agricultural labor to the islands.

At the time of the vote, 90% of the population of Hawaii consisted of U.S. citizens.

Part of the decades-long reluctance to change Hawaii’s status from territory to state derived, both in Hawaii and on the mainland, from uncertainty and fear about granting electoral power to one ethnic group or another. This was not just Caucasian vs. ethnically Polynesian. Some ethnically Polynesian Hawaiians opposed the change from territory to state because, while they had come to feel comfortably “American,” they feared that the Japanese population on Hawaii (perhaps as high as 30%) would, under a universal franchise authorized by statehood, organize and vote itself into power to the disadvantage of the Hawaiians of Polynesian descent.

At the time of the vote, 90% of the population of Hawaii consisted of U.S. citizens. Hawaii’s importance in World War II had secured its identity as fully American in the minds of both Hawaiians and mainlanders. In addition, persistent and effective lobbying of Congressional representatives during this initial period of the modern Civil Rights Movement convinced enough members of Congress that this was the right moment to accept Hawaiian statehood, no matter what its racial makeup was.

Hawaiians themselves had been awaiting this for years, so much so that the “49th State” Record Label had been selling popular Hawaiian music since shortly after the War. As it turned out, Alaska entered as a state at the very beginning of 1959, making it the 49th, and when Hawaii came in several months later, it became the 50th state of the Union.

For more information

An Act to Provide for the Admission of the State of Hawaii into the Union. Act of March 18, 1959, Pub L 86-3, §1, 73 Stat 4.

Daws, Gavin. Shoal of Time: A History of the Hawaiian Islands. Honolulu: University of Hawaii Press, 1968.

National Archives and Records Administration. “Hawaii Statehood, August 21, 1959.” Accessed November 13, 2012.

War Relocation Authority Camps in Arizona, 1942-1946

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Photo, Transportation, 1942
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Note: Unpublished because annotation does not seem to match website. Larger parent website also already covered at http://teachinghistory.org/history-content/website-reviews/23319.

This exhibit by an art student begins with 11 color postcard-like recreations of original black-and-white photographs documenting life in the Poston (AZ) War Relocation Center, where more than 17,000 Japanese-Americans were interned between 1942 and 1945 by the U.S. military. An accompanying essay provides background information and a brochure describes the Poston Monument. In addition, viewers can access six pages from "an Internment Camp's High School Yearbook," and additional legal documents, memoirs, newspaper and journal articles, a timeline, and book excerpts through links to 26 related documents and 40 websites. An important site on the internment experience.

Resources for Asian Pacific American Heritage Month

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Every May, the U.S. observes Asian Pacific American Heritage Month. Americans whose families had roots in the nations of Asia and the Pacific Islands have experienced and shaped U.S. history in many ways. Teachinghistory.org's resources can help you explore these experiences with your students.

We've gathered together website reviews, lesson plans, quizzes, teaching strategies, primary sources, and more on our Asian Pacific American Heritage Month spotlight page. Available year-round and constantly expanding, this page, like our other spotlight pages, is a valuable resource you can turn to for materials and inspiration.

Here are some suggestions for other ways to inspire your teaching:

  • Follow links from the Library of Congress's Asian Pacific American Heritage Month gateway to exhibits and collections, audiovisual presentations, images, and teacher resources.
  • Locate historic sites related to Asian Pacific American history with the National Park Service's resource guide.
  • Uncover lesson plans, online exhibits, teacher guides, music, and more on the Smithsonian Institution's heritage month page.
  • Scan an overview of data on Asian Pacific Americans in the U.S., courtesy of the U.S. Census Bureau.
  • Retrace the journeys of early contact between the U.S., Asia, and the Pacific Islands with EDSITEment's lesson plans and suggested websites.
  • Confront hardships and mistrust that many Asian Americans faced in the U.S., with resources from the Gilder Lehrman Institute of American History, including a lesson plan on Chinese immigrants and teaching resources on the imprisonment of Japanese Americans during World War II.
  • Browse Asian Pacific American heritage booklists from Colorín Colorado.
  • Honor the service of Asian Pacific Americans in the U.S. military. Both the Navy and the Army maintain pages highlighting Asian Pacific American service.
  • Flip through the Smithsonian National Postal Museum's stamp album of stamps related to Asian Pacific American heritage.
  • Review past presidential proclamations for Asian Pacific American Heritage Month from the White House.
  • Read the stories of Asian Pacific Americans who immigrated to the U.S. and hear from Asian Pacific American authors on publisher Scholastic's Asian Pacific American Heritage Month hub.

Asian Pacific American Heritage Month 2011

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Photo, Princess of Hawaii Kaiulani, c.1893, E. Chickering, Library of Congress
Photo, Princess of Hawaii Kaiulani, c.1893, E. Chickering, Library of Congress
Photo, Princess of Hawaii Kaiulani, c.1893, E. Chickering, Library of Congress
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In 1992, Congress passed Public Law 102.42, permanently designating May as Asian Pacific American Month. Just as with other heritage months, May is barely enough time to scratch the surface of the many strands of history the month memorializes. In May 2009, Teachinghistory.org suggested some places to start digging. Continue to dig this year, with more suggestions.

Japanese Americans and World War II

Modern history textbooks now recognize the internment of Japanese Americans in prison camps during World War II, and its violation of the U.S. understanding of citizenship has increasingly become a core strand in narratives about the war. Digital archives offer rich collections of primary sources related to the internments. Many of these sources feature children, making them a natural choice for drawing students into the story of history. Others focus on law, press, and the choices adults made both during and after the internment years.

  • Students describe their own experiences of internment in the University of Arkansas's Land of (Un)Equal Opportunity. World War II-era high-school students' essays, poems, and other documents record the thoughts of modern students' historical peers.
  • Densho: The Japanese American Legacy Project's archives preserve more than 900 hours of oral history interviews on Japanese American experiences, as well as 10,830 photographs, documents, and newspapers. Browsing them by topic reveals sources on little-covered aspects of the World War II era, such as the experiences of Japanese Hawaiians.
Chinese Americans

Photo, Manpower. Boatyard workers, Jul. 1942, Howard R. Hollem, LoC The lives and experiences of all groups in the U.S. overlap and intertwine with each other, and no group's history exists in isolation. Japanese American history didn't begin and end with World War II, nor did it exist in a vacuum. Enter the keywords "registration certificate 1942" into the search box at the Columbia River Basin Ethnic History Archive for a primary source that captures the complicated nature of identity, perception, and categorization in U.S. history. Remember that Chinese and Japanese Americans are not the only groups represented by this artifact—consider what groups' views motivated the creation of this source.

Filipino Americans

Groups within the U.S. have often banded together based on shared identities to push for change. The Seattle Civil Rights & Labor History Project tells the story of Filipino Americans and unionism in the Seattle canning industry.

Korean Americans

World War II, the Korean War, and the whole span of U.S. international history and involvement (and lack of involvement) can shift when seen from different perspectives. The University of Southern California's Korean American Digital Archive includes photographs and documents related to international events—and to daily life.

Hawaiians

Photo, Princess of Hawaii Kaiulani, c.1893, E. Chickering, Library of CongressBoth a Pacific Island and a U.S. state, Hawaii has a unique position for Asian Pacific American Month. Many different cultures come together here, including Native Hawaiian, Filipino, Japanese, Korean, and Chinese, among others, and it is one of only four states where non-Hispanic whites do not form the majority. Sources on the history of many of these groups can be found in the digital archives of the University of Hawai'i at Manoa.

More Resources

These resources touch on only a scattering of the many Asian American and Pacific American groups represented in the history of the U.S.—and only a scattering of the resources available to teachers. Comment and tell us what you use to teach Asian Pacific American history this month—and the rest of the year. What books, lesson plans, films, primary sources, and other materials have their place in your classroom and curriculum?

What Happened to the Royal Family of Hawaii After the U.S. Took Over?

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Queen Liliuokalani
Question

What happened to the royal family of Hawaii after the U.S. took over?

Answer

Hawaii's monarchy was limited by the 1887 Constitution of the Kingdom of Hawaii, which King David Kalakaua (1836–1891) signed under threat of force, and which was therefore often known as the Bayonet Constitution. It established a constitutional monarchy much like Britain's, but also transferred power through a redefinition of the electoral franchise to an elite class of American, European, and native Hawaiian landowners.

When Kalakaua died in 1891, his sister Lili'uokalani (1838–1917) succeeded him on the throne. Soon she made plans to restore the monarchy's veto power and other features of the pre-1887 Constitution. A group of American and European residents, in opposition to the Queen, organized themselves and solicited protection from U.S. Marines and sailors, which U.S. Government Minister John Stevens provided. Queen Lili'uokalani was deposed on January 14, 1893, and a provisional government was formed.

On February 1, Stevens proclaimed Hawaii a protectorate of the United States. On July 4, 1894, the Republic of Hawaii was founded and Sanford Dole became its President. A brief effort at the beginning of 1895 to restore the monarchy and Lili'uokalani to the throne was thwarted. Arrested and convicted for playing a part in the failed effort, Lili'uokalani was confined to house arrest in Iolani Palace, where she spent much of her time writing songs. She abdicated her throne eight months later, in return for the commutation of the sentence of her fellow conspirators. Later, she would write that her signature on the abdication agreement, which she signed "Lili'uokalani Domonis" (she had married Robert Domonis), invalidated it because, as a monarch, she had never acted under that name, but only "Lili'uokalani." Be that as it may, the government pensioned her off and she retired to her palatial home, where she died, at age 79.

Hawaii was a united kingdom under a single monarch only for eighty years, from 1810, when Kamehameha I (1738–1819) brought all the islands under his control, to the time when the monarchy became defunct under Lili'uokalani. During that time, the rules of succession evolved, to include not only the members of the families of Kamehameha and Kalakaua, but also adopted sons and daughters (Lili'uokalani had three) and members of a noble class recognized by Kamehameha as eligible to be rulers. Because the kingdom ended more than a century ago and because all these families have continued to proliferate, there are currently a large number of people who might be considered as heirs or pretenders to the Hawaiian throne, were it ever to be revived.

Bibliography

William Adam Russ, The Hawaiian Revolution (1893–94) (Selinsgrove, Pa.: Susquehanna University Press, 1992).

Ralph S. Kuykendall, The Hawaiian Kingdom, 1874–1893 (Honolulu: University of Hawaii Press, 1967).

Gavan Daws, Shoal of Time: A History of the Hawaiian Islands (Honolulu: University of Hawaii Press, 1974).

Norris W. Potter et al, History of the Hawaiian Kingdom (Honolulu: Bess Press, 2003).

George S. Kanahele, Emma: Hawai'i's Remarkable Queen (Honolulu: The Queen Emma Foundation, 1999) Liliuokalani, Hawaii’s Story (Rutland, Vt.: Tuttle, 1964).

Trust Territory of the Pacific Islands jmccartney Tue, 09/08/2009 - 14:27
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Photo, Class on coconut growing. . . , Trust Territory of the Pacific Islands
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This website offers more than 50,000 slides and photographs that document the history of the American period in Micronesia from 1947 to 1988. The image collection can be browsed or the visitor can sample the types of images in the collection through 12 short animated image tours. The topics of the image tours give an idea of the variety of images available in the collection: parades, dancing, voting, agriculture, stone money, canoes, architecture, women, leaders, education and children, health and hospitals, and men. The only search capability on the site is a Google search of the photograph description files. Additional resources include a map of Oceania and a link to the Hawaii War Records Archive. This archive is a useful source of images for those researching, writing, or teaching the cultural history of the Pacific Islands.