Reasons For Japanese American Internment

Reasons For Japanese American Internment
Reasons for and impact of Japanese American Internment On February 19, 1942, President Franklin
Delano Roosevelt authorized Executive Order 9066. By signing the order, President Roosevelt
directed the secretary of war to put certain zones under military power. The authorization of this
order eventually led to the internment of 110,000 Japanese Americans that had been living in the
United States for years. These Japanese Americans were imprisoned because of their ancestry. The
imprisonment impacted their overall health and resulted in financial disaster. The imprisonment of
Japanese Americans occurred because of their Japanese ancestry. The fear of the Japanese, also
known as Anti–Japanese Paranoia, was a direct result of the bombing of Pearl Harbor. Many
Americans feared that Japanese descendants would remain loyal to and side with their home country
(Japanese American Internment, 2008). The brink of war being just around the corner clouded
American minds and led to quick decisions. America was paralyzed by fear in the midst of another
World War, just years after the first. Lt. Gen. John L. DeWitt wrote, "The Japanese race is an enemy
race, and while many second and third generation Japanese born on United States soil, possessed of
United States citizenship, have become 'Americanized,' the racial strains are undiluted." Like
DeWitt, many Americans felt that all Japanese Americans were a threat, especially the Issei and
Nisei. "Literally speaking, the Japanese terms Issei,
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Argumentative Essay On Tiger Parents
Janice Mirikitani was born to Japanese American parents. She is a sansei (third generation
Japanese– American). She is a college student attending University of California Los Angeles.
Mirikitani doesn't seem to be struggling in school, but while she is aiming for a 4.0, she seems to be
falling a tab bit short. She was sent to my office because she had a breakdown in the middle of an
exam in class. The professor was extremely worried about her, because she was one of his top
students yet recently her grades started to fall lower and lower. "Even with her grades falling
slightly she is still doing an excellent job in class," exclaimed Professor Lanoue, "and she is still one
of my top students, but I've noticed how stressed out she has been." The breakdown was the
breaking point. I started off by asking her about light topics, like friends and significant others, but
then I asked about her parents, and it really stuck her.With the way that Janice Mirikitani describes
her parents, it seems as though they are tiger parents. Tiger parenting is a common used word to
describe most Asian parents in America. Tiger parents are the extremely strict parents who push
their children to be academically successful by being as close to perfection as possible. According to
Yale Law professor Amy Chua, mothers "'gobble–smack–smack' her children when her children
fails their test like when tigers do when they find children." Since she was raised bt tiger parents,
Mirikitani's mentality is

Analysis Of The Brown House By Hisaye Yamamoto
Hisaye Yamamoto, a Japanese American author, composed a collection of short stories titled,
Seventeen Syllables and Other Stories. These collection of short stories describes the experiences
Japanese Americans undergo while residing in America. The Japanese American culture that
Yamamoto introduces has three types of generations. The first one being, the Issei, the second one
being, the Nisei and the third one being, the Sensei. All three Japanese generations are described in
Yamamoto's short story cycle, which shows the relationship between Japanese Americans as well as
with other ethnic groups. The major themes Yamamoto highlights within her novel defines the idea
of what it is like to be Japanese American through the difficulties that Japanese immigrants face in
America, the cultural separation between these immigrants and their children as well as restrictions
that Japanese women face within their traditional Japanese culture. "The Brown House", a short
story within Yamamoto's novel, Seventeen Syllables and Other Stories, depicts the three themes that
were previously mentioned above. "The Brown House" displays a story about a Japanese American
family, the Hattoris, residing in the state of California. The Hattoris underwent financial struggles as
their strawberry picking season came to an end. This being stated, in an attempt to make some quick
cash, Mr. Hattori becomes desperate and gets involved in the gambling business at the brown house,
in a nearby neighborhood.

Internment Of Japanese Americans
The internment of Japanese Americans in the United States during World War II was the forced
relocation and incarceration in camps in the western interior of the country of between 110,000 and
120,000[5] people of Japanese ancestry, most of whom lived on the Pacific coast. 62 percent of the
internees were United States citizens.[6][7] These actions were ordered by President Franklin D.
Roosevelt shortly after Imperial Japan's attack on Pearl Harbor.[8]
Japanese Americans were incarcerated based on local population concentrations and regional
politics. More than 110,000 Japanese Americans in the mainland U.S., who mostly lived on the West
Coast, were forced into interior camps. However, in Hawaii, where 150,000–plus Japanese
Americans composed ... Show more content on Helpwriting.net ...
He appointed the Commission on Wartime Relocation and Internment of Civilians (CWRIC) to
investigate the camps. The Commission's report, titled Personal Justice Denied, found little evidence
of Japanese disloyalty at the time and concluded that the incarceration had been the product of
racism. It recommended that the government pay reparations to the survivors. In 1988, President
Ronald Reagan signed into law the Civil Liberties Act of 1988, which apologized for the internment
on behalf of the U.S. government and authorized a payment of $20,000 (equivalent to $41,000 in
2016) to each camp survivor. The legislation admitted that government actions were based on "race
prejudice, war hysteria, and a failure of political leadership".[23] The U.S. government eventually
disbursed more than $1.6 billion (equivalent to $3,240,000,000 in 2016) in reparations to 82,219
Japanese Americans who had been interned and their

Japanese American Culture
People no longer use the term "Japanese American" in today's society. Instead, they are no longer
thought as a separate group and are incorrectly categorized as "Asian American", along with
Vietnamese American, Chinese American, etc. Japanese Americans have an extremely unique
background in terms of their origins, history, and struggle with racialization. Like many ethnic
groups, Japanese Americans have been subjected to many different portrayals throughout American
history. Even though cultural separation and suspicion are deemed as immoral, such practices
toward them were thought to be necessary by the American Government. For a good amount of
time, they suffered from racial hostility and violence. Now, in an age where cultural diversity ...
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These internment camps have been described in various ways in many textbooks. Masato Ogawa
states in his article, The Treatment of Japanese–American Internment During World War II in
United States History Textbooks, an example of how the camps have been described, "All the camps
were located in desolate areas...Barbed wire surrounded the camps, and armed guards patrolled the
grounds. Although the government referred to these as relocation camps, one journalist pointed out
that they seemed "uncomfortably close to concentration camps."." (Ogawa 41) However, the order
didn't affect Japanese Americans residing in Hawaii, "The text states that the Japanese Americans
living in Hawaii weren't interned. It was true ... however some were imprisoned on an individual
basis and held in prison camps on the islands or transferred to mass detention or smaller internment
camps on the mainland." Which was because over 37% of the Hawaiian population was of Japanese
descent and it would damage their economy. (Ogawa

Case Study: A Day Of Infamy
On December 7,1941 Japan raided the airbases across the islands of Pearl Harbour. The "sneak
attack" targeted the United States Navy. It left 2400 army personnel dead and over a thousand
Americans wounded. U.S. Navy termed it as "one of the great defining moments in history"1
President Roosevelt called it as "A Day of Infamy". 2 As this attack shook the nation and the
Japanese Americans became the immediate 'focal point'. At that moment approximately 112,000
Persons of Japanese descent resided in coastal areas of Oregon, Washington and also in California
and Arizona.3 A large number of Japanese initially migrated to Hawaii in the late 18th and early
19th century as a result of enormous boom in Hawaiian sugar industry. They also entered ... Show
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The Japanese prosperity was seen as a threat to the white population. By 1913 labor unions fearing
that the Japanese workers were gaining organisational strength, put pressure on California
legislators. In 1924, the Federal Government passed various Anti–Japanese legislation. 6 The
outbreak of war coupled with the aggression of the Japanese Government in China and Manchuria,
once again led to resentment against Japanese living in America. This continued through the years
of depression. Apart from racial prejudice, discriminatory measures were adopted by the
Government to curb their economic advancement. Japanese immigrants were denied American
citizenship. They could only purchase inferior land in the names of their citizen offspring. With their
superior agricultural skill they turned such land into fertile agricultural fields and controlled almost
fifty percent of California's commercial truck crops. Economic prosperity was a major irritant
among the organized interest groups that carried on anti–Japanese campaigns influenced the
government to adopt anti Japanese measures. Policy of deliberate exclusion was also evident in
Munson Report that confirmed unquestioned Japanese loyalty to the American nation but were not
made public intentionally to perpetuate anti–Japanese sentiments. The media and the authority
found in Japanese American a ready target at the time of uncertainty and anxiety. John B. Hughes, a
broadcasting coordinator was first to demand evacuation

Asian Americans in the Classroom Essay
Asian Americans in the Classroom
Asians are one of fastest growing minority groups in America today. During this century, various
factors at home and abroad have caused people from Asia to immigrate to the United States for
better or for worse. Due to these factors, Americans and American teachers, in particular, need to
educate themselves and become aware of the Asian American students' needs in terms of success
and happiness. Before beginning my research, I felt I had an easy subject: studying Asian Americans
in relation to their education in public schools. How simple! Everyone knows they are smart, hard
working, driven to succeed in spite of their nerdish, geeky, non–athletic, broken–English stereotype.
Of course they are ... Show more content on Helpwriting.net ...
Also I am including recent immigrants from Asia in defining the terms Asian American Japanese
American, for the sake of simplicity due to resource and time constraints.
Among the stereotypes of Asian Americans, the myth of the Model Minority and Panethnic Identity
are among the easiest to attribute to Asian Americans. What exactly are these stereotypes? How did
they come about? Whose responsible for perpetuating these terms? And what harm are they are they
doing to Asian Americans anyway?
Where to Begin: A Brief History of Japanese Immigration
The Issei (first generation) Japanese came to the United States during the first years of the Meiji era
after the Tokugawa system of economics and politics collapsed in the 1850s and 1860s. One
contributing factor was the visit of an American fleet commanded by Commodore Matthew Perry
whose fleet of "tall ships" demanded Japan open its doors to trade and contract with the outside
world. Merchants, students and the lower economic strata of tenant farmers, agricultural labourers
and owners of very small plots of land were among the first to emigrate to the U.S., mostly through
Hawi'i.
In 1910, Japanese are banned from marrying non–Orientals and the practice of arranging for picture
brides began. During the first two decades of the 1900s, more than 20,000 Japanese women arrived,
more often than not as picture brides (Mei T. Nakano, p. 24). These women only knew their future

Farming the Home Place, by Valerie J. Matsumoto
Farming the Home Place: A Japanese American community in California 1919–1982 by Valerie J.
Matsumoto presents a close and in–depth study of social and culture history of Cortez, a small
agricultural settlement located in San Joaquin valley in California. Divided into six chapter, the
book is based primarily on the oral interviews responses from eighty three members of Issei, Nisei,
and Sansei generations. However, many information are also obtained from the local newspapers,
community records, and World War II concentration camp publications.
After the end of World War I in 1919, a group of thirty Japanese settled in San Joaquin Valley,
California making their ethnic community in Cortez. Despite the Alien Land Law of 1913, which ...
However, with the passage of time, the generation shift occurred with the Sansei, the female family
members were given opportunity to take over the family farm if they choose to do so.
One of the notable aspects of Matsumoto's history of Cortez is a sentimental relationship that she
has established with her subjects in the course of her studies. On the first page, she has named and
thanked almost a hundred members of this community, for contributing their time in sharing
memories, personal experiences, institutional records, and their warm hospitality. Hospitality of the
Cortez community members also shines in Appendix C where she mentioned twenty–four recipes
that she got from Japanese women. These recipes ranged from traditional Japanese foods to more
conventional zucchini bread to some cross–cultural cuisines like Jell–O mocha.
The transfer of culture from one generation to another becomes practically difficult when the culture
that one brings from his/her homeland becomes seemingly inappropriate in the new home. This was
true for Japanese Immigrants also. As the Issei grew older, much of the culture that they brought
with them from Japan died. With the passage of time, values changed as generational succession
took place. As a result of new attitude the new generations found an easy way towards assimilation
and acculturation. Expectations that the oldest son would be in charge of the farm and take care of
elders, that

Japanese Internment Camps
After the bombing of Pearl Harbor on December 7, 1941, America turned its fears on the Japanese
and Japanese–Americans that resided on the nation's Pacific coast. The Japanese were forced to
relocate to internment camps, leave their American life behind, endured the harsh internment camp
conditions, and still faced obstacles upon release, such as not being able to return to their regular
lives. Despite the constitutional rights that the Japanese Americans had, they endured the hardships
of their uprooting, subpar camp conditions, and faced their losses after their release and closing of
the internment camps.
America had just received word about the surprise Japanese attack on Pearl Harbor but the fear of
the Japanese was not immediate. Before ... Show more content on Helpwriting.net ...
Then the Japanese were typically given a week or two to clear out of their homes and told to bring
some choice belongings such as clothing, silverware, and other items regardless of whether or not
they were Issei or Nisei; Japanese immigrants and children of the Issei generation respectively (and
later Sansei, children of the Nisei and grandchildren of the Issei. With the terms Issei, Nisei, and
Sansei corresponding to Japanese "ichi", "ni", and "san", meaning 1, 2, and 3) . Unable to bring all
of their belongings, families had the option to store or sell what they own. Some had to sell their
businesses and land for humiliatingly cheap prices, and others stored away their property in boxes
and safes in their homes. Even a church offered to keep people's belongings while they were away.
With packed bags and goodbyes to friends and neighbors, the Japanese and Japanese Americans
families were registered a number and moved away from their homes. Some Japanese did not have
the luxury of packing their belongings and saying their goodbyes in the first place. And if farewells
were exchanged, it was between a father or a husband with their family as FBI agents lured him
away to a prison camp for questioning. Some agents just broke into houses and detained Issei men
and suspicious items ranging from radios to toy swords, effectively adding to the public's anxieties.
Most FBI agents assigned to search the homes of the Japanese were hired mere days after the
bombing of Pearl Harbor most likely to help broaden their investigative range. One of the men taken
from their home and investigated at Fort Lincoln, one of the investigative camps, was Issei
Wakatsuki Ko who was accused of delivering oil to Japanese submarines off the Californian coast.
During his interview, he was asked several questions then asked

Internment of Japanese Americans in World War II Essay
On December 7, 1941, the Empire of Japan attacked the United States naval base at Pearl Harbor,
bringing the United States into World War II (Prange et al., 1981: p.174). On February 19, 1942,
United States President Franklin D. Roosevelt issued Executive Order 9066 authorizing the
Secretary of War and Military Commanders to prescribe areas of land as excludable military zones
(Roosevelt, 1942). Effectively, this order sanctioned the identification, deportation, and internment
of innocent Japanese Americans in War Relocation Camps across the western half of the United
States. During the spring and summer of 1942, it is estimated that almost 120,000 Japanese
Americans were relocated from their homes along the West Coast and in Hawaii and ... Show more
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officials eventually began to recruit these internees into the American army. Not only was WWII a
war about political alliances and geographical sovereignty, but it was also a war about race and
racial superiority throughout the world. Propagating this idea, Dower (1986) argues, "World War
Two contributed immeasurably not only to a sharpened awareness of racism within the United
States, but also to more radical demands and militant tactics on the part of the victims of
discrimination" (War Without Mercy: p.5). In elucidating the racial motivations and fallout from
WWII, Dower helps one realize the critical role that race and racial politics played during the war
and are still at play in our contemporary world. An analysis of this internment process reveals how
the ultimate goal of the U.S. internment of Japanese Americans and the United States' subsequent
occupation of Japan was to essentially "brainwash" the Japanese race into demonstrating allegiance
to America. Startled by the surprise attack on their naval base at Pearl Harbor and anxious about a
full–fledged Japanese attack on the United States' West Coast, American government officials
targeted all people of Japanese descent, regardless of their citizenship status, occupation, or
demonstrated loyalty to the US. As my grandfather–Frank Matsuura, a nisei born in Los Angeles,
California and interned in the Granada War Relocation Center (Camp Amache)–often

Mother-Daughter Relationship in "Seventeen Syllables" and...
In "Seventeen Syllables", written by Hisaye Yamamoto, and "Everyday Use", written by Alice
Walker, the relationship between the mother and the daughter is portrayed. In "Seventeen Syllables",
the protagonist, Rosie is an American born Japanese (Nisei) who does not understand well about the
Japanese culture, whereas her Issei mother, Mrs. Hayashi was born and raised in Japan and married
to America. Mrs. Hayashi loves writing haiku, a traditional Japanese poetry, to escape from the
reality of her loveless marriage. In "Everyday Use", Mama is a traditional Afro–American woman,
who receives little education and raised her two daughters by doing 'man's job'. Dee instead
influenced by the Black Power Movement, tried to trace back her African ... Show more content on
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The Nisei generation, who knows "formal Japanese by fits and starts", has totally no interest on the
traditional Japanese culture. However, the Issei generation sticks to their original culture and even
starts magazines to trace back their life in Japan. As a result, the two generations, the Issei, Mrs.
Hayashi and the Nisei, Rosie find it difficult to understand each other. It results in the isolation of
the two generation.
In "Everyday Use", there is also isolation and oppression between the mother–daughter relationship
of Mama and Dee. After Dee grows up and receives education, it makes her differ from the rest of
the family who only stays in the sub–urban area and receives less or no education. She is exposed to
the values of the new world with civil rights and equality, which Mama has totally no idea of what
they are. Dee has greater visibility and zero tolerance for equality. Also, Dee has a sense of
autonomy and individuality after receiving education. These are the things that Mama has not got in
touch with before. Therefore, it leads to them not understanding the action of each other. For
example, Dee wants to use the churn top and quilts as artistic uses and she do not understand why
they are "backward enough to put them to everyday use". Mama however sees the churn top as a
kind of heritage which has been used for generation. It is the most appropriated to use it practically.
Their difference in interpretation and

The Odyssey Essay
japanese–American During WWII By: Japanese immigrants and the following generations had to
endure discrimination, racism, and prejudice from white Americans. They were first viewed as
economic competition. The Japanese Americans were then forced into internment camps simply
because of the whites fear and paranoia. The Japanese first began to immigrate to the United States
in 1868. At first they came in small numbers. US Census records show only 55 in 1870 and 2,039 in
1890. After that, they came in much greater numbers, reaching 24,000 in 1900, 72,000 in 1910, and
111,000 in 1920.(Parrillo,287) Most settled in the western states.(Klimova,1) Many families in
Japan followed the practice of primogeniture, which is when the eldest son ... Show more content on
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Their native born children, the Nisei (second–generation), were automatically US citizens. Thus, the
Issei had land put under their children's names directly or by collectively owning stock in
landholding companies. Discrimination against the Japanese continued after World War I. The
California legislature passed a law in 1920 "prohibiting aliens form being guardians of a minor's
property or from leasing any land at all."(Parrillo,288) Yet another attempt by the dominant group to
preserve power. Japanese American children also suffered racism and discrimination. In 1905, the
San Francisco School Board of Education passed a policy sending Japanese children to a segregated
Oriental school in Chinatown.(Parrillo,288) "Superintendent, Aaron Altmann, advised the city's
principals: "Any child that may apply for enrollment or at present attends your school who may be
designated under the head of 'Mongolian' must be excluded, and in furtherance of this please direct
them to apply at the Chinese school for enrollment."(Asia,1) Japanese immigrants being extremely
racially distinct, had different cultural customs and religious faith, and tended to chain migrate and
stay within their own small communities. This aroused distrust and the idea that they could not be
assimilated.(Klimova,2) Japan's victory in the Russo–Japanese war in 1905 fueled the irrational
distrust and prejudice. It led to the Gentlemen's Agreement of

Essay On Japanese Internment
Even with an apology to Japanese Americans for their internment, the Internment is still considered
a dark mark in America's history. On December 7, 1941, The United States declared war on Japan
and entered World War II out of fear and to protect its own people, The United states set up Japanese
internment camps for people of Japanese decent living in America. More than 120,000 Japanese
Americans were taken from their homes and put into these camps. America claimed that the
Japanese had no rights of citizenship and that this was the only and best way to protect The United
States. The American Government tried to protect its nation at the cost of psychological and
physical distress of those in the camps who were no longer granted civil liberties or natural rights.
Around 8:00 am on December 7, 1941 Japan attacked Pearl Harbor (United States Naval base in
Hawaii), dropping bombs on it and killing nearly 3,500 people. Pearl Harbor was a turning point for
The United States. The day after Pearl Harbor, The United States officially declared war on Japan ...
For example, freedom of religion and freedom of press were both stripped from the Americans once
they entered the camps. Many Eastern religions were banned in the camps including Shinto, popular
amongst Japanese Americans. Buddhism was also banned. All Buddhist clergy were kept in
different centers from the rest of the Japanese to keep them from practicing the religion. Christianity
was heavily encouraged by the overseers of the camps. In another instance, the freedom from
unreasonable searches and seizers was undeniably violated. FBI agents often searched Japanese's
homes for illegal contraband and other information on the Japanese plans for war. The violations of
the rights were in vain because throughout all the time of internment only ten people were arrested
for assisting the Japanese, and all of those people were

Mary Kamidoi Essay
Mary Kamidoi was only eleven years old when World War II began on December 7, 1941. Her
family, who lived in Northern California, was affected greatly by the war. Several close friends
stopped talking to them and most people started treating them as if they were the ones who attacked
Pearl Harbor.
Because of the fear that many Americans had concerning the Japanese and their descendants, the
government stepped in and responded by limiting how far the Japanese could go and how late they
could be out. In February, President Roosevelt signed the executive order 9066, which allowed for
Japanese to be put under measures that would ensure the safety of America, if deemed necessary.
Many of the Issei, which are first generation Japanese, feared being sent back to Japan.
Mary and her family were forced to move in April and were told, "You can only take what ... Show
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Food was a main issue because the rations were so small.
One of the greatest things which bothered the imprisoned Japanese was that they didn't have the
freedom to gather in large groups, which meant they could not hold Buddhist services.
On November 30, 1945, they were released to start new lives. But the new lives were not easy, they
had a hard time getting jobs, because many people still blamed them for the war and few wanted
them around. The Japanese did eventually find jobs and several of them began to go to school at
night, because education was very important to them.
The Nisei, second generation Japanese and the Sansei, third generation Japanese were very
distraught that their parents didn't speak up after the incident was over, so they demanded that their
parents be paid for the trouble the government put them through.
During President Carter's term they persuaded the government to research the camps and why they
were sent there. The Japanese were sent there because of fear, poor leadership and a quick

The Evolution Of Japanese American Women
The Evolution of Japanese American Women Throughout time, the role that Women had in the early
twentieth century to the present has changed drastically and it has changed for the better. Japanese
American Women residing in the United States, has experienced the evolution of their culture,
tradition, values and their role in society. However though it seems as if there is no time in this ever
so rapid society, they still continue to pass down culture and tradition through each generation.
Some key terms that are crucial in order to understand the essay are, Issei, or the first generation,
Nisei, the second generation ,and Sansei, known as the third generation.Over time the Women
slowly moved away form being the average Homemaker and transforming into a respected and
valued member of society. Throughout this research, a study of multiple primary sources were
utilized to apprehend information about the evolution of Japanese American women.The primary
quantative research information as mainly taken from "Issei, Nisei, Warbride" by Evelyn Nakano
Glenn, which thoroughly describes the two earlier generation and some of the struggles they faced
coming to the United States. I also utilized njahs.org in order to gather some information about the
main difference of the Issei, Nisei,and Sansei. Also it provide great information about what were
some opportunities they were able to attain because they were a Sansei women.lastly i utilized a few
articles from the Amerasia Journal

The Executive Order 9066 and Its Effects on Japanese...
Imagine being a part of a minority that was blamed for the disaster that was out of their control, and
as a result were forced to leave behind everything. This was a nightmare that became a reality for
the Japanese when President Franklin Roosevelt passed the Executive Order 9066 on February 19,
1942, which allowed the government authorized the internment of tens of thousands of American
citizens of Japanese ancestry and resident aliens from Japan. Over 120,000 innocent citizens of
California, Arizona, and Oregon faced unjust and unconstitutional treatments by their own
government, who was supposed to protect citizen's rights but made the Japanese feel the complete
opposite. The internment camps impacted the Japanese–American citizens tremendously in the areas
of finances, social status, and physiological well–being. Japanese residents of the west coast had a
week's notice to bring and grab only what they could carry to an unknown location. Other minorities
started to question why the victims of the internment camps did not take refuge before the
government forced the Japans out of their own homes. Although 8,000 Japanese escaped to the east
coast, most of the minority stayed since it was symbolic of their loyalty to the United States and
ultimately rebuild the broken trust. Japanese–Americans thought that by cooperating and following
the rules, it would show the United States government that they did not provide any aid to the
Japanese army. The internees started to

Cultural Differences Between The Nisei And The Issei
In 1869, the first Japanese Immigrants arrived in California in an attempt to escape the Meiji
restoration, which forced them out of their houses. Many joined them in America after that, forming
the first generation of Japanese–Americans, the Issei. Those immigrants then formed families and
gave birth to the second generation, the Nisei. However, the cultural differences between the Issei
and the Nisei, who were all born in America, created an important gap between the two generations.
The short story "Seventeen Syllables", through the relation between Rosie, a Nisei young girl, and
Tome Hayashi, her mother, is a good depiction of this issue.
First of all, the lack of a common language between the Nisei and the Issei was the main problem in
their relations. Most the Nisei went to American schools where they learned everything in English.
The Issei, for their part, had learned Japanese as their first language. In "Seventeen Syllables", Rosie
only has little knowledge in Japanese. Here, the author describes a bit more her level in that
language: "It was about cats, and Rosie pretended to understand it thoroughly and appreciate it no
end, partly because she hesitated to disillusion her mother about the quantity and quality of Japanese
she had learned in all the years now that she had been going to Japanese school every Saturday (and
Wednesday, too, in the summer)." (170) It reflects the delicate situation in which that ignorance put
the Nisei. To make their parents proud,

Ethics of Identity: Japanese-American Internment
Ethics of Identity: Japanese–American Internment
Since 1893, when Fredrick Jackson Turner announced that the American identity was not a
byproduct of the first colonists, but that it emerged out of the wilderness and only grew with the
surfacing of the frontier, America has placed a great emphasis on the notion of a national identity.
However, the paradox of the American identity is that although the United States is a melting pot of
many different traditions, motives, and ideals, there are nevertheless, distinctive qualities that define
the "American." It usually takes a crisis to cause an individual, or a nation, to renew itself. However,
sometimes it takes a fight for survival to induce it. The incarceration of a numerous number of ...
Fukuda, interestingly, repeats the animal metaphor throughout his autobiography. Additionally,
when he discusses the animalistic sides of internment, he detaches himself from the narrative and
begins writing in third person: "[t]hey became irritable and quarreled over trivial matters. They
became sleepless, worrying about the plight of their families...They lost their appetite" (68). Fukuda
goes on to express his feelings of being "caged" and called the internment experience an "unnatural
life, devoid of freedom" (69). His strong distaste to what his "own government" did to him
stimulated him to write a petition to the government in which he discusses the bitter resentment all
Nisei had towards the government. However, Fukuda's story contradicts itself at the end when he
claims and titles the section, "I love the United States" (74). His crisis is evident when he makes the
contradictory statement, "I am proud to be an American. I wish the U.S., which I love and am proud
of, becomes and even better country so that it can set an example for the rest of the world through
our most trusted President" (74). Thus ends Fukuda's narrative. Fukuda's repetition of the word
"love" for the United States is used so frequently that one may conclude he is trying to brainwash
himself into trying to find some

The Evolution of Self in Asian-American Women in the Us...
Essay 2–The Evolution of Self in Asian–American Women in the US The conflict of a typical
mother/daughter relationship exists in many cultures. This conflict for many Asian–American
women was further exasperated as these women were forced to also deal with adjusting as first,
second, and third generation Americans in a sometimes unwelcome society. As a child, Japanese–
American Janice Mirikitani, was interned, along with her mother, at a "work relocation camp"
during 1941in Rohwer, Arkansas (Americans Who Tell the Truth @ AWTTT). Despite her
unfavorable origins of birth as an interned US citizen of Japanese descent, Mirikitani has gone on to
become a self–proclaimed visionary, community activist, leader, poet, and editor in American ...
Delmendo, Mirikitani). The first generation of Mirikitani women had to potentially overcome the
silence of her liberties by the traditions of two cultures. The culture of Japanese tradition she left
behind and that of the unwelcoming American culture. Instead of fighting against this persecution
by the United States, she chose to remain silent and hidden within the confines of her Japanese
culture. As a Nisei, second generation Japanese–American, Janice begins to question her role as a
woman in American in society. She wants to break the tradition of silence and speak out against the
defined role that society has laid out for her. She makes attempts to do this in her own mind so that
she can pass this knowledge on to her daughter, but she seems unable to do so. In the poem, she
expresses her discontent at remaining silent and hopes that she can convey this yearning to break
tradition, and be heard in society, to her daughter. Before she can express these sentiments to her
sansei daughter, she realizes that her daughter was able to break this chain of silence that was passed
down to her and find her self–identity on her own. She seems to be unaware of the confinements of
either culture and seems to have no problem in expressing herself or in embracing her American
culture. A

Japanese Immigrants During The 19th Century
In the early 19th century, there was an increase of Japanese immigrating across the states. The first
wave of Japanese immigrant settled in Kingdom of Hawaii where they were hired as contract
laborers and worked in plantations. The second wave of immigrant came to California in the1890s.
According to Kitano, the census identified more than 110,000 Japanese on the West Coast by 1920.
To elaborate, the Japanese immigrants came as single males, and employment for them consisted of
physical difficult labor, long hours of work with bad conditions, and low–paying jobs. The
generations of the Japanese were categorized to research their historical background. Furthermore,
the first–generation immigrant were identified as the Issei, and were those ... Show more content on
Helpwriting.net ...
Some Issei returned to Japan as successful men, and those who stayed in the United States typically
married "picture brides". The marriages and children made the Japanese remain permanently in the
United States. Kitano stated, "The Issei lived their lives segregated from the U.S. mainstream, and
their major interactions revolved around their families and their community. Most of them acquired
just enough knowledge about the United States in order to function but left the major of
acculturation and a more secure existence to their American–born children". Moreover, the Nisei
were born between 1910 and 1940, and were more acculturated to the United States in comparison
to the Issei. The Nisei were concerned and had low expectations of their future because they
experienced discrimination and prejudice. It was difficult for the Nisei to live in the U.S. because
they were treated inferior although they were U.S. citizens. The Nisei had a strong relationship with
the U.S. and moved away from the Issei to assimilate to the American lifestyle. The Sansei were
born during or after World War II. After the attack on Pearl Harbor, many Americans became
suspicious of the Japanese and feared another attack. Prejudice influenced Americans to stereotype
the Japanese in negative ways, which lead for U.S. laws to discriminate and segregate the Japanese.
As a result, on December 7, 1941, the FBI searched and arrested "spies", including 2,192 Japanese

Mixed Race Culture
Research Paper
Mixed Race and Cultural Expectance among Asian American Artists
The idea of mixed race, culture, heritage has been a subject for many discussions and debates
regarding its communication through art. How the artist themselves relate to this idea and how or
why they use specific art pieces to portray their idea is very interesting. Viewers who do not share
the same upbringing or lifestyle may find it harder to understand such pieces if it is only
characterized as being artworks of Asian Americans. Questions such as who is Asian American or
what is an Asian American start to emerge amongst audience like that. However, two Asian
American artists: Roger Shimomura and Kip Fulbeck – both men who are clearly of different
generations ... Show more content on Helpwriting.net ...
Just as common, subtle references continue to connect me to stereotypical "oriental" traits, both
physical and behavioral." As mentioned earlier, due to having his Japanese heritage but living in the
United States, Shimomura has been subjected to many stereotypical cruelty, where he is often asked
what part of Japan he is from; leading back to the idea of being a knockoff in America. There are
many images in the series but there are three similar images: American Mouse, Roger the Goof, and
American Hello Kitty. All these images are of the iconic Mickey Mouse, Goofy and Hello Kitty but
he changed their faces into his own. These three images portray the idea of how Shimomura felt
being stereotyped and categorized as Japanese solely due to his heritage. American Mouse and
Roger the Goof convey his idea of how he may look Japanese on the outside; he is no doubt
American in the inside. As for the American Hello Kitty, Shimomura slightly diverges and is trying
to attack two stereotypes: one, that Japan is considered to be strongly connected to Hello Kitty as a
culture and the other that since he is Japanese, he must know and relate to it as well. Such cultural
expectations are very much showing through this particular piece because of how he only changed
the face, viewers can tell it is Hello Kitty without looking at the name based on the clothing and ears
but it is comical but very straightforward in portraying the idea of being expected to know or act a
certain way simply because of

Outliers The Story Of Success By Malcolm Gladwell
One can say that being successful is based on your actions and how you prepare for the future. In
"Outliers: The Story of Success", written by Malcom Gladwell, he stated that many factors come
into play regarding the success of an individual. In regards to Mike Honda, He was a congressman
from, California and spent his early years in a Japanese internment camp. Whether if the person was
talented or not, Gladwell made intelligent observations when thinking about successfulness. I
completely agree with Gladwell on most of the points that he made and I believe that if most of the
guidelines such as the 10,000–hour rule, advantageous era of birth etc... are followed, then one will
have the opportunity to be successful. But not all of what Gladwell stated like the Matthew Effect
(Wright P, 2003), are needed to become successful.
Throughout the book, Gladwell talks about how culture family and ones' upbringing can determine
ones' success in the future. In the introduction of the book, Gladwell states, "It's not enough to ask
what successful people are like. It is only by asking where they ... Show more content on
Helpwriting.net ...
His family were sent to an internment camp following the Japanese attack on Pearl Harbor (Clark.
B, 2015). He spent the first years of his life there, and his family was left with nothing. After he was
able to leave the camp, he then shortly after started his education at Andrew Hill High school. After
graduating he Enrolled at San Jose State University. There, he majored in Spanish and Biological
Sciences. Before graduating, he had a short stint with the peace corps and traveled all throughout
South America. He then proceeded to gain a Master's degree in Education from San Jose State
University. In his 30–year career as an educator, he served as a principal in two different public
schools, school board member and conducted education research at Stanford University. (Evans. S,

Kraft Annual Report
KRAFT FOODS INC (KFT)
10–K
Annual report pursuant to section 13 and 15(d) Filed on 02/28/2011 Filed Period 12/31/2010
UNITED STATES SECURITIES AND EXCHANGE COMMISSION WASHINGTON, D.C.
20549 (Mark one) FORM 10–K [X] ANNUAL REPORT PURSUANT TO SECTION 13 OR 15(d)
OF THE SECURITIES EXCHANGE ACT OF 1934 For the fiscal year ended December 31, 2010
OR [ ] TRANSITION REPORT PURSUANT TO SECTION 13 OR 15(d) OF THE SECURITIES
EXCHANGE ACT OF 1934 COMMISSION FILE NUMBER 1–16483
Kraft Foods Inc. (Exact name of registrant as specified in its charter) 52–2284372 Virginia (State or
other jurisdiction of incorporation or organization) (I.R.S. Employer Identification No.) Three Lakes
Drive, Northfield, Illinois 60093–2753 (Address of principal ... Show more content on
Helpwriting.net ...
ity Securities Selected Financial Data Management 's Discussion and Analysis of Financial
Condition and Results of Operations Discussion and Analysis Critical Accounting Policies
Commodity Trends Liquidity Off–Balance Sheet Arrangements and Aggregate Contractual
Obligations Equity and Dividends Quantitative and Qualitative Disclosures about Market Risk
Financial Statements and Supplementary Data Consolidated Statements of Earnings for the years
ended December 31, 2009, 2008 and 2007 Consolidated Balance Sheets at December 31, 2009 and
2008 Consolidated Statements of Equity for the years ended December 31, 2009, 2008 and 2007
Consolidated Statements of Cash Flows for the years ended December 31, 2009, 2008 and 2007
Notes to Consolidated Financial Statements Changes in and Disagreements with Accountants on
Accounting and Financial Disclosure Controls and Procedures Report of Management on Internal
Control over Financial Reporting Report of Independent Registered Public Accounting Firm Other
Information Directors, Executive Officers and Corporate Governance Executive Compensation
Security Ownership of Certain Beneficial Owners and Management and Related Stockholder
Matters Certain Relationships and Related Transactions, and Director Independence Principal
Accountant Fees and Services Exhibits and Financial Statement Schedules Signatures Report of
Independent Registered Public Accounting Firm Valuation and Qualifying Accounts
1 10 15 15 16 17 19 20 21 39 45 46 48 50 53 55 56

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