Lee, Russell. Salinas, California. Japanese-Americans waiting for transportation to reception center. 1942. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2017818097/.
Students will analyze two primary sources: the photograph titled Salinas, California. Japanese-Americans waiting for transportation to reception center and a separate, unobstructed view of the Now you can stay in college and become a Naval Officer! wartime poster. At the beginning, students will identify explicit details within the primary photograph, including the children’s appearance, luggage, and the partial poster in the background. They will also be able to examine the full text of the separate poster image. By comparing these two texts, students will make complex inferences about the profound juxtaposition of American ideals and the lived reality of internment, citing strong visual and textual evidence.
In April 1942, the Salinas Assembly Center (US government name) opened as a temporary relocation center for Japanese American citizens who were forced, without charges or trial, to move from their homes into internment camps for the duration of World War II. The present day Salinas Rodeo grounds held 165 buildings that housed over 3,608 people for the 68 days it was open.
Source: https://bit.ly/4n9eNWW
- What do you notice about the children in the photograph, and what does it make you wonder?
- What contradictions do you see in the photograph?
- How does the juxtaposition of the “Naval Officer” poster and the Japanese American children’s situation in the foreground illuminate a central idea about the betrayal of American ideals during wartime?
ELA Standard
CCSS.ELA-Literacy.RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Social Studies Standard
HSS Standard 11.7.5. Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of California Department of Education) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
- Distribute the Russel Lee photograph (with full title) and a printout of the unobstructed poster and a three-column note-taking handout with “Observation,” “Inferences and Evidence,” and “Points of Uncertainty” sections.
- Students spend 5–7 minutes quietly recording explicit, observable details in the “Observation” section. Remind them to be specific (e.g., “Phrasing on poster: ‘Now you can stay in college . . .’”).
- Next, students move to “Inferences and Evidence.” Using their observations as evidence, they make inferences about the scene (e.g., “Because there is luggage in multiple places, I infer the people are moving to a new place”).
- Think-Pair-Share: Students turn to a partner, discussing their observations and inferences. Encourage them to challenge each other to verbally cite evidence to support their inferences with questions such as "”What specific detail makes you think that?”
- Together, pairs complete the “Points of Uncertainty” section, noting anything the photo doesn’t explicitly reveal or questions that are left lingering after analysis (e.g., “The photo doesn’t explicitly tell us where the children are relocating, leaving their future uncertain”).
- Think-Pair-Square: (Groups of 4): Pairs join another pair. Groups collaboratively discuss the three essential questions, identifying which photographic evidence (observations, inferences, uncertainties) is most relevant to each question. They do not need to fully answer the questions yet.
- Display the following questions to students and then ask them to choose one or more to respond to in a quickwrite.
- To what extent do crises, such as war, challenge a nation’s stated principles and values, and what are the consequences of such challenges for its citizens?
- In what ways can a government’s pursuit of perceived security conflict with the individual rights and freedoms it claims to protect?
- Their responses must cite strong and thorough textual evidence from the photograph (specific visual details and well-supported inferences) to support their ideas. They should also consider how the photo’s uncertainties impact their analysis.
- Prompt: Choose one or more of the focus questions. Using specific visual details and strong inferences drawn from the photograph, compose a well-supported response. Be sure to cite your evidence clearly and consider any uncertainties the image presents.
Albers, Clem. Manzanar, Calif. Apr. 1942. Young people dancing in the recreation hall of the War Relocation Authority center where evacuees of Japanese ancestry, from certain West Coast areas, will spend the duration of the war. 1942. Photograph. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2021647200/.
Flagg, James Montgomery. First call — I need you in the Navy this minute! Our country will always be proudest of those who answered the first call / / James Montgomery Flagg. c1917. Print. Library of Congress Prints and Photographs Division. https://www.loc.gov/item/2002712332/.