by Jason Fujii and Wendi Yamashita
Last summer, the Manzanar Committee, in partnership with National Park Service staff at Manzanar National Historic Site, launched a new project, Keeping Japanese American Incarceration Stories Alive, to take college-age youth to the Manzanar National Historic Site for an intensive, place-based learning experience about the unjust incarceration of Japanese Americans during World War II.
Initiated by National Park Service Ranger Rose Masters and generously funded by community donations through a crowdfunding campaign, along with a few individual donations, this pilot project sought to address and bridge the generation gap—recent immigrant families from Japan and their children also have no direct connection to this history—that has made it difficult for young Japanese Americans to teach others about this important history.
On March 10-11, 2018. this two-day experience took place with a group of five college students from the UCLA and UCSD Nikkei Student Unions: Brian Kohaya, Moet Kurakata, Lauren Matsumoto, Maru Streets, and Erica Wei. This diverse group of students came from very different backgrounds—some had families incarcerated, some were shin-Nisei, and non-Japanese. But they all brought with them passion and a willingness to learn.
The first day began with the experiences of the Owens Valley Paiute, with the Button family of the Lone Pine Paiute-Shoshone Tribe sharing their family’s long history at Manzanar with the students. This discussion was eye-opening and prompted the students to think about the connections between Native Americans and Japanese Americans.
National Park Service rangers then provided an in-depth tour of the Block 14 demonstration barracks, women’s latrine, and mess hall, and later in the day, various gardens that have been excavated and restored, along with the cemetery. Students learned about different aspects of incarcerated life at Manzanar—the harsh conditions of confinement, forms of cultural and political resistance, and the consequences incarceration had on real people and families.
While learning about the infamous Loyalty Questionnaire, students were given copies of the actual form to examine themselves. Manzanar Committee member and former Manzanar incarceree Pat Sakamoto described for the group how the questionnaire ripped her family apart. The students were moved emotionally by the devastation that Sakamoto described and it was a moment that the students continued to reference the entire weekend. By sharing her story, Sakamoto provided them with a personal connection to a history that they had only read about in textbooks.
The second day, students learned about what happened after incarceration, including the activism in the 1960s and 1970s that influenced the first organized Manzanar Pilgrimage in 1969. Students were also able to visit the Eastern California Museum and learned about the years of challenging and collaborative work that took place to establish Manzanar as a National Historic Site. However, much of the day centered around in-depth conversations where the students were able to process and discuss their experiences in relation to Japanese American Incarceration. Throughout these discussions, students were, at times, moved to tears, sharing their experiences with racism in their own lives. The day ended with the students reflecting on the entire weekend.
“My time at Manzanar, this time, was different,” said Matsumoto. “Intense and powerful. I felt it was more impacting and meaningful…learning more about the history on the land where one of the camps stood. Students left the weekend excited about how to take what they had learned back to their campuses to share with their organizations.”
As Matsumoto alluded to, the goal of this trip was to provide students with the opportunity to learn about Japanese American Incarceration in one of the places where that history took place. In a time when the numbers of those incarcerated are decreasing, it is critical that we find ways to pass on their stories and connect to younger generations. Our pilot project achieved that goal.
“As a shin-Nisei, I always felt out of place within the Japanese American community in Los Angeles, but this trip has made me realize that no matter what generation, age, skin color, or whatever form of identification, Manzanar is a place that impacts you as a member of society,” said Kurakata.
Similarly, Streets, who has no familial connection to Japanese American Incarceration, commented on how he spent the weekend listening to all the stories about Japanese American lives before and during the incarceration and the lasting impact it had. He described it as an extremely powerful experience, adding that he can now understand the great importance of Manzanar, a strong symbol in history.
In just two days, these complete transformations took place. The power of story, place-based learning, and personal connection made that possible.
“I’ve been to Manzanar more times than I can remember,” said Manzanar Committee Co-Chair Bruce Embrey. “But this trip was special and extremely powerful. It really drove home just how important Manzanar is as a site of conscience and reconciliation. It also showed that Manzanar is a place where frank, open, and often times painful reflection takes place and how important Manzanar is to our community and our country.”
“The times we’re living in can be both discouraging and unnerving,” added Embrey. “But seeing the way these young people took in the tremendous amount of material we gave them, the way that they engaged the rangers, members of the Manzanar Committee, and each other, not to mention how they were able to critically reflect on all that was thrown at them, was really inspiring. They were able to relate what, on the surface, looked totally disconnected to their present-day reality and make the connections to their own life experiences.”
“We can’t say enough about these students. They totally bought into everything we threw at them that weekend, which had to be more than a bit overwhelming, at first. Despite that, they were fully engaged throughout. They were active participants in their own education.”
We are looking into how to make Keeping Japanese American Stories Alive an ongoing project. The stories of the over 120,000 Japanese and Japanese Americans who were incarcerated in the camps cannot be forgotten, and we realize that Japanese American youth will play a critical role in making sure that these stories live on.
Jason Fujii and Wendi Yamashita are Co-Coordinators of the Manzanar At Dusk program and for the Keeping Japanese American Incarceration Stories Alive project.
LEAD PHOTO: Students listening to a presentation on the Manzanar “Riot.” Seated around the table (foreground, from front to back): Erica Wei (left), Lauren Matsumoto (right), Brian Kohaya (back left), Moet Kurakata (back middle), Maru Streets (back right). Photo: Gann Matsuda/Manzanar Committee.
Keeping Japanese American Incarceration Stories Alive – A Two-Day Learning Experience at Manzanar National Historic Site
121 photos by Gann Matsuda; ©2018 Manzanar Committee. All rights reserved. Click on any photo to view a larger image, and to scroll/click through the gallery.
Manzanar National Historic Site Ranger Rose Masters started things off with a brief discussion on expectations for the two-day experience.
Manzanar National Historic Site Ranger Rose Masters started things off with a brief discussion on expectations for the two-day experience.
Manzanar National Historic Site Ranger Rose Masters started things off with a brief discussion on expectations for the two-day experience.
The Button family from the Lone Pine Paiute-Shoshone Tribe shared their family’s history and experiences at Manzanar as the land’s indigenous people.
The Button family from the Lone Pine Paiute-Shoshone Tribe shared their family’s history and experiences at Manzanar as the land’s indigenous people.
The Button family from the Lone Pine Paiute-Shoshone Tribe shared their family’s history and experiences at Manzanar as the land’s indigenous people.
The Button family from the Lone Pine Paiute-Shoshone Tribe shared their family’s history and experiences at Manzanar as the land’s indigenous people.
Manzanar National Historic Site Ranger Mark Hatchtmann talked about the Button family and the exhibit they helped put together.
Students listen to the Button family from the Lone Pine Paiute-Shoshone Tribe sharing their family’s history and experiences at Manzanar as the land’s indigenous people.
Students listen to the Button family from the Lone Pine Paiute-Shoshone Tribe sharing their family’s history and experiences at Manzanar as the land’s indigenous people.
The Button family from the Lone Pine Paiute-Shoshone Tribe shared their family’s history and experiences at Manzanar as the land’s indigenous people.
Students listen to the Button family from the Lone Pine Paiute-Shoshone Tribe sharing their family’s history and experiences at Manzanar as the land’s indigenous people.
Students (with Manzanar National Historic Site Chief of Interpretation Alisa Lynch) listen to the Button family from the Lone Pine Paiute-Shoshone Tribe sharing their family’s history and experiences at Manzanar as the land’s indigenous people.
The Button family from the Lone Pine Paiute-Shoshone Tribe shared their family’s history and experiences at Manzanar as the land’s indigenous people.
UCSD Nikkei Student Union member Erica Wei (center) asks a question during a discussion with the Button family from the Lone Pine Paiute-Shoshone Tribe, who shared their family’s history and experiences at Manzanar as the land’s indigenous people.
Manzanar National Historic Site Ranger Rose Masters leads a discussion on the widespread anti-Asian sentiment that ultimately led to Japanese American Incarceration.
Manzanar National Historic Site Ranger Rose Masters.
Manzanar National Historic Site Ranger Mark Hachtmann, just before a discussion on living conditions at Manzanar during World War II.
Manzanar National Historic Site Ranger Mark Hachtmann, just before a discussion on living conditions at Manzanar during World War II.
Manzanar National Historic Site Ranger Mark Hachtmann, just before a discussion on living conditions at Manzanar during World War II.
Looking west at Mount Williamson from the Visitors Center at Manzanar.
Manzanar National Historic Site Ranger Mark Hachtmann, just before a discussion on living conditions at Manzanar during World War II.
Students listening to Manzanar National Historic Site Ranger Mark Hachtmann discussing living conditions at Manzanar during World War II. This photo was taken inside the Block 14 barrack (1942 conditions).
UCLA student Brian Kohaya was one of the participants. He’s a member of the Nikkei Student Union at UCLA.
Erica Wei (UCSD Nikkei Student Union; foreground left) and Moet Kurakata (Nikkei Student Union at UCLA; foreground right).
Students listening to Manzanar National Historic Site Ranger Mark Hachtmann discussing living conditions at Manzanar during World War II. This photo was taken inside the Block 14 barrack (1944 conditions).
Students listening to Manzanar National Historic Site Ranger Mark Hachtmann discussing living conditions at Manzanar during World War II. This photo was taken inside the Block 14 barrack (1944 conditions).
Students with Manzanar National Historic Site Ranger Mark Hachtmann discussing living conditions at Manzanar during World War II. This is the historic foundation for the Block 14 men’s latrine.
Students with Manzanar National Historic Site Ranger Mark Hachtmann discussing living conditions at Manzanar during World War II. This is the historic foundation for the Block 14 men’s latrine.
Students with Manzanar National Historic Site Ranger Mark Hachtmann discussing living conditions at Manzanar during World War II. The stuents are standing next to the historic foundation for the Block 14 men’s latrine.
The discussion continues in the Block 14 mess hall.
Time for lunch in the Block 14 mess hall on March 10, 2018.
Manzanar National Historic Site Ranger Patricia Biggs begins her presentation on the Manzanar “Riot.”
Manzanar National Historic Site Ranger Patricia Biggs begins her presentation on the Manzanar “Riot.”
Manzanar Committee Co-Chair Bruce Embrey (left) during the early portion of the discussion on the Manzanar “Riot.”
Manzanar National Historic Site Ranger Patricia Biggs makes a presentation on the Manzanar “Riot.”
Students listening to Manzanar National Historic Site Ranger Patricia Biggs during her presentation on the Manzanar “Riot.”
Students listening to Manzanar National Historic Site Ranger Patricia Biggs during her presentation on the Manzanar “Riot.”
Students listening to Manzanar National Historic Site Ranger Patricia Biggs during her presentation on the Manzanar “Riot.”
Students with Manzanar National Historic SIte Ranger Mark Hatcthmann near the administration area at Manzanar.
Students with Manzanar National Historic SIte Rangers near the administration area at Manzanar.
Listening to Manzanar National Historic Site Ranger Patricia Biggs during her presentation on the Manzanar “Riot.”
Students listening to Manzanar National Historic Site Ranger Patricia Biggs during her presentation on the Manzanar “Riot.”
At Manzanar’s administration area, the flashpoint of the Manxzanar “Riot.”
At Manzanar’s administration area, the flashpoint of the Manzanar “Riot.”
Students near the historic entrance to Manzanar, where the military police and sentry posts are located.
Near the historic entrance to Manzanar, where the military police and sentry posts are located.
Near the historic entrance to Manzanar, where the military police and sentry posts are located.
Manzanar National Historic Site Ranger Rose Masters opening a discussion of the infamous loyalty questionnaire.
Manzanar National Historic Site Ranger Rose Masters opening a discussion of the infamous loyalty questionnaire.
Outside the 1944-era barrack in Block 14, during a discussion of the infamous loyalty questionnaire.
Inside the Block 14 barrack depicting 1944 living conditions during a discussion about the infamous loyalty questionnaire.
Inside the Block 14 barrack depicting 1944 living conditions during a discussion about the infamous loyalty questionnaire.
Inside the Block 14 barrack depicting 1944 living conditions during a discussion about the infamous loyalty questionnaire.
Former Manzanar incarceree and Manzanar Committee member Pat Sakamoto (left; shown here with Manzanar National Historic Site Ranger Rose Masters) shares the story of her family being torn apart by the infamous loyalty questionnaire.
Former Manzanar incarceree and Manzanar Committee member Pat Sakamoto shares the story of her family being torn apart by the infamous loyalty questionnaire.
Former Manzanar incarceree and Manzanar Committee member Pat Sakamoto shares the story of her family being torn apart by the infamous loyalty questionnaire.
At Manzanar’s Block 22 garden.
At Manzanar’s Block 22 garden.
Manzanar National Historic SIte’s Chief of Cultural Resources Division Jeff Burton (second from left) told the students more about the many World War II-era gardens, and how oral histories and archeology were being used together to unearth more and more gardens.
Manzanar National Historic SIte’s Chief of Cultural Resources Division Jeff Burton (left) told the students more about the many World War II-era gardens, and how oral histories and archeology were being used together to unearth more and more gardens.
Manzanar National Historic SIte’s Chief of Cultural Resources Division Jeff Burton (second from right) told the students more about the many World War II-era gardens, and how oral histories and archeology were being used together to unearth more and more gardens.
Manzanar National Historic SIte’s Chief of Cultural Resources Division Jeff Burton (third from right) told the students more about the many World War II-era gardens, and how oral histories and archeology were being used together to unearth more and more gardens.
Decorative stone at Merritt Park, which was also known as Rose Park and Pleasure Park.
Manzanar National Historic SIte’s Chief of Cultural Resources Division Jeff Burton (third from left) told the students more about the many World War II-era gardens, and how oral histories and archeology were being used together to unearth more and more gardens. This photo was taken at Manzanar’s best-known garden, Merritt Park.
Manzanar National Historic SIte’s Chief of Cultural Resources Division Jeff Burton ( left) told the students more about the many World War II-era gardens, and how oral histories and archeology were being used together to unearth more and more gardens.
Manzanar National Historic SIte’s Chief of Cultural Resources Division Jeff Burton (background left) told the students more about the many World War II-era gardens, and how oral histories and archeology were being used together to unearth more and more gardens.
Students listening to Manzanar National Historic SIte’s Chief of Cultural Resources Division Jeff Burton talk about the many World War II-era gardens, and how oral histories and archeology were being used together to unearth more and more gardens.
Students and the Manzanar Committee’s Jason Fujii (left) and Wendi Yamashita (second from left) listening to Manzanar National Historic SIte’s Chief of Cultural Resources Division Jeff Burton talk about the many World War II-era gardens, and how oral histories and archeology were being used together to unearth more and more gardens.
At the site of Manzanar’s Children’s Village, where Manzanar National Historic SIte’s Chief of Interpretation Alisa Lynch talked about the only orphanage at any of America’s World War II concentration camps.
At the site of Manzanar’s Children’s Village, where Manzanar National Historic SIte’s Chief of Interpretation Alisa Lynch (right) talked about the only orphanage at any of America’s World War II concentration camps.
A group photo at the Manzanar cemetery monument at the end of day one. Front (from left): Brian Kohaya, Rose Masters: Back (from left): Jason Fujii, Alisa Lynch, Erica Wei, Bruce Embrey, Moet Kurakata, Gann Matsuda, Lauren Matsumoto, Maru Streets, Mark Hatchmann.
At the Manzanar cemetery.
Day two began with Manzanar National Historic Site Ranger Rose Masters leading a session in which students read excerpts from oral histories of those who were unjustly incarcerated at Manzanar during World War II.
Day two began with Manzanar National Historic Site Ranger Rose Masters leading a session in which students read excerpts from oral histories of those who were unjustly incarcerated at Manzanar during World War II.
During a session in which students read excerpts from oral histories of those who were unjustly incarcerated at Manzanar during World War II, they began to connect this history to their own experiences with racism, inequality and injustice. The result was a very powerful and emotional discussion.
During a session in which students read excerpts from oral histories of those who were unjustly incarcerated at Manzanar during World War II, they began to connect this history to their own experiences with racism, inequality and injustice. The result was a very powerful and emotional discussion.
During a session in which students read excerpts from oral histories of those who were unjustly incarcerated at Manzanar during World War II, they began to connect this history to their own experiences with racism, inequality and injustice. The result was a very powerful and emotional discussion.
During a session in which students read excerpts from oral histories of those who were unjustly incarcerated at Manzanar during World War II, they began to connect this history to their own experiences with racism, inequality and injustice. The result was a very powerful and emotional discussion.
During a session in which students read excerpts from oral histories of those who were unjustly incarcerated at Manzanar during World War II, they began to connect this history to their own experiences with racism, inequality and injustice. The result was a very powerful and emotional discussion. That’s Manzanar National HIstoric Site Superintendent Bernadette Johnson on the right.
During a session in which students read excerpts from oral histories of those who were unjustly incarcerated at Manzanar during World War II, they began to connect this history to their own experiences with racism, inequality and injustice. The result was a very powerful and emotional discussion.
During a session in which students read excerpts from oral histories of those who were unjustly incarcerated at Manzanar during World War II, they began to connect this history to their own experiences with racism, inequality and injustice. The result was a very powerful and emotional discussion.
UCSD Nikkei Student Union member Lauren Matsumoto.
Former Manzanar incarceree and Manzanar Committee member Pat Sakamoto told the story of how her family struggled after leaving Manzanar.
Most of the students had family who were incarcerated in one or more of the World War II American concentration camps, or other confinement sites. Manzanar National Historic Site Ranger Rose Masters provided them with copies of camp rosters with information about their families, as well as other information. In this photo, she broke down what the codes on the roster pages meant.
Most of the students had family who were incarcerated in one or more of the World War II American concentration camps, or other confinement sites. Manzanar National Historic Site Ranger Rose Masters provided them with copies of camp rosters with information about their families, as well as other information. In this photo, she broke down what the codes on the roster pages meant.
Mount Williamson was just peeking over the clouds on Sunday morning.
Heading towards Manzanar’s Block 9.
At Block 9, where Manzanar Committee member Wendi Yamashita’s great uncle’s barrack was located.
At Block 9, where Manzanar Committee member Wendi Yamashita’s great uncle’s barrack was located. That’s Wendi on the left.
At Block 9, where Manzanar Committee member Wendi Yamashita’s great uncle’s barrack was located.
At Block 9, where Manzanar Committee member Wendi Yamashita’s great uncle’s barrack was located.
Manzanar Committee Co-Chair Bruce Embrey talked about the first organized Manzanar Pilgrimage in 1969, how it came about, who put it all together, and about his mother, Sue Kunitomi Embrey, who would become the driving force behind the creation pf the Manzanar National Historic Site. Most importantly, Bruce showed how the Pilgrimage has connected to so many other struggles for social justice and Constitutional rights in our history.
Manzanar Committee Co-Chair Bruce Embrey talked about the first organized Manzanar Pilgrimage in 1969, how it came about, who put it all together, and about his mother, Sue Kunitomi Embrey, who would become the driving force behind the creation pf the Manzanar National Historic Site. Most importantly, Bruce showed how the Pilgrimage has connected to so many other struggles for social justice and Constitutional rights in our history.
Inyo County local BIll Michael, former Director of the Eastern California Museum (ECM) and Vice Chair of the now-defunct Manzanar Advisory Commission, talked about the exhibit at the ECM that preceded the Manzanar National Historic Site and about the struggle to gain support in Inyo County for the creation of the Manzanar National Historic Site.
Inyo County local BIll Michael, former Director of the Eastern California Museum (ECM) and Vice Chair of the now-defunct Manzanar Advisory Commission, talked about the exhibit at the ECM that preceded the Manzanar National Historic Site and about the struggle to gain support in Inyo County for the creation of the Manzanar National Historic Site.
Listening to Bill Michael’s remarks at the Eastern California Museum.
Inyo County local BIll Michael, former Director of the Eastern California Museum (ECM) and Vice Chair of the now-defunct Manzanar Advisory Commission, talked about the exhibit at the ECM that preceded the Manzanar National Historic Site and about the struggle to gain support in Inyo County for the creation of the Manzanar National Historic Site.
Listening to Bill Michael’s remarks at the Eastern California Museum.
Listening to Bill Michael’s remarks at the Eastern California Museum.
Also at the Eastern California Museum, Manzanar Committee Co-Chair Bruce Embrey talked about the struggle to create the Manzanar National Historic Site, which was rather controversial, even within the Japanese American community.
Also at the Eastern California Museum, Manzanar Committee Co-Chair Bruce Embrey talked about the struggle to create the Manzanar National Historic Site, which was rather controversial, even within the Japanese American community.
Also at the Eastern California Museum, Manzanar Committee Co-Chair Bruce Embrey talked about the struggle to create the Manzanar National Historic Site, which was rather controversial, even within the Japanese American community.
Manzanar National Historic Site Superintendent Bernadette Johnson led a discussion using archived comment books that visitor’s have written in (these are available to visitors at the end of the exhibits in the Visitors Center).
A discussion using archived comment books that visitor’s have written in (these are available to visitors at the end of the exhibits in the Visitors Center).
A discussion using archived comment books that visitor’s have written in (these are available to visitors at the end of the exhibits in the Visitors Center).
A discussion using archived comment books that visitor’s have written in (these are available to visitors at the end of the exhibits in the Visitors Center).
A discussion using archived comment books that visitor’s have written in (these are available to visitors at the end of the exhibits in the Visitors Center).
A discussion using archived comment books that visitor’s have written in (these are available to visitors at the end of the exhibits in the Visitors Center).
A discussion using archived comment books that visitor’s have written in (these are available to visitors at the end of the exhibits in the Visitors Center).
A discussion using archived comment books that visitor’s have written in (these are available to visitors at the end of the exhibits in the Visitors Center).
A discussion using archived comment books that visitor’s have written in (these are available to visitors at the end of the exhibits in the Visitors Center).
A discussion using archived comment books that visitor’s have written in (these are available to visitors at the end of the exhibits in the Visitors Center).
A discussion using archived comment books that visitor’s have written in (these are available to visitors at the end of the exhibits in the Visitors Center).
Turning the tables! At the end of the two days of intense discussion, now it was the students turn to talk; to share their thoughts and ideas regarding what they had just gone through, what they had learned, and what they felt.
Turning the tables! At the end of the two days of intense discussion, now it was the students turn to talk; to share their thoughts and ideas regarding what they had just gone through, what they had learned, and what they felt.
Turning the tables! At the end of the two days of intense discussion, now it was the students turn to talk; to share their thoughts and ideas regarding what they had just gone through, what they had learned, and what they felt.
Student Reflections On Their Trip To Manzanar
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