Historical Perspectives: Japanese Internment

Lesson Overview

In this lesson, students are introduced to the historical thinking concept of historical perspectives through an examination of the internment of Japanese Canadians during the Second World War. Students will view the NFB film Minoru: Memory of Exile and create a bio-poem reflecting the historical perspective of one of the people in the documentary/memoir.

Time Required

• 2-3 lessons (75 minute periods)

Historical Thinking Concept(s)

This lesson plan uses the following historical thinking concepts: use primary source evidence and take historical perspectives.

Learning Outcomes

Student will:

• Compare and contrast present-day worldviews and those of the past
• Examine and compare the perspectives of Japanese Canadians on internment
• Model historical perspective-taking by avoiding presentism
• Demonstrate an understanding of historical perspectives by writing a poem from the point of view of a historical actor (Minoru or his father)

Background Information

During the Second World War, Canada declared war with Japan on December 8, 1941, after the Japanese attacked Pearl Harbor, Hawaii. There were many Japanese Canadians living on the British Columbia coast, most of whom were fishers and many of whom were second-generation Canadians. Many British Columbia residents were afraid that the Japanese Canadians were spies, and, coupled with longtime racism and resentment, they lobbied the federal government to deport or intern Japanese Canadians for the duration of the war. Prime Minister Mackenzie King issued the order, and Japanese Canadians had their assets and properties seized and auctioned to pay for the internment. Families were often separated and sent to camps in the B.C. interior. At the end of the war, internees were given the choice of moving east to Ontario or Manitoba, or deportation to Japan. Some Canadians who were deported to Japan were recruited in 1950 by the Canadian military to serve in the Korean war, and their citizenship was reinstated. In 1988, the federal government apologized for the camps, paid individuals compensation, and established educational and community funds.

This lesson can be used on its own or as part of a course introductory overview of the historical thinking concepts through select twentieth century events in Canadian history.

Lesson Activity 

Activating: 

Acquiring:

Watch the NFB documentary Minoru: Memory of Exile. Tell students to think about the perspectives shown in the film and to think about how they might be different from today.

Go over the parameters of writing a bio-poem. Ask students to work in small groups and write as if they were Minoru or his father. Students will likely need to rewatch the film to find primary source evidence to include in their poems to support the perspective presented.

Ask each group to put their collective best lines on chart paper and hang in the classroom.

Have students take part in peer assessment. Give each student two sticky notes in two different colours. Have them put one colour on the best example of historical perspective-taking and a code explaining which aspect it demonstrates (worldview or context). The other colour is for constructive criticism on a line that does not demonstrate a consistent worldview, context, or is an example of presentism. Lead a class discussion to propose alternate wording to improve those lines, and have students explain why a particular line is effective. Leave this work posted in the classroom for students to reference as they write their own bio-poems.

Applying: 

Students will write their own bio-poem from a historical perspective of their choice. Additionally, they will respond to the following prompts in their journals:

• Your best line from your bio-poem and why
• One question you have about Japanese Internment
• Reflect on your initial predictions. What was incorrect and why? What presentist assumptions underlie some of our predictions?

Materials/Resources

• The Historical Thinking Project – Historical Perspectives Template
• Historical Thinking Poster: Historical Perspectives
• Internment of Japanese Canadians, The Canadian Encyclopedia
• Japanese Canadian Internment: Prisoners in their own Country, The Canadian Encyclopedia
• Internment camps: Second World War, Government of Canada
• Minoru: Memory of Exile (NFB, 1992)
• Bio-poem guide and peer evaluation checklist

References

• *The Big Six Historical Thinking Concepts (Nelson, 2013): Bio-poem template (p. 167), Guideposts to Historical Thinking (p. 10-11)

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Extension Activity

Have some groups write bio-poems from the perspectives of either: Prime Minister Mackenzie King, or a settler B.C. resident. These perspectives require more inference from the sources presented in the video, but they can also reveal presentist thinking. For example, a settler B.C. resident at the time would not have likely described themselves as “a racist.” This conflict between students’ own presentist views and the views of people in the past can help them to understand the motivations for past events. It’s important to emphasize that understanding motivations is not the same as condoning past actions.

Assessment

To assess the bio-poem, students should use the peer evaluation checklist to ensure quality. Each line of the poem must be supported by evidence from the film and should add something new to their understanding of that person.