During the weekend of November 2-3, 2019, 14 college students from the Nikkei Student Unions at California State University (CSU) Fullerton, California Polytechnic University, Pomona, CSU Long Beach, the University of California (UC), Los Angeles, UC Riverside and UC San Diego made the trek from Southern California to the Manzanar National Historic Site for two days of intensive, experiential, place-based learning about the unjust incarceration of over 120,000 Japanese/Japanese Americans during World War II and more.
This group was the third cohort of students to participate in Katari: Keeping Japanese American Stories Alive, a project in which the Manzanar Committee partners with the National Park Service (NPS) and the six Nikkei Student Unions mentioned above.
Katari, which means, to tell stories in Japanese, seeks to bridge the generation gap that has made it much more difficult for young Japanese Americans to teach others about this history. Due to the shifting dynamics and demographics within the Japanese American community, including a growing recent immigrant population from Japan, and the younger generations, a large group of Japanese Americans are either two or three generations removed from the experiences of those who were forced to endure America’s concentration camps, or they have no connection to this history at all. As such, an increasing and alarming number of young people lack the knowledge and experience to be able to keep the stories of Japanese American incarcerees alive.
Katari is unique because it allows students to learn about Japanese American history through personal interaction, both with place (the Manzanar National Historic Site) and with former incarcerees who share their stories. In addition, representatives from the local indigenous groups share the long history of the Owens Valley Paiute and Shoshone at Manzanar, and about indigenous experiences of colonialism. Students are prompted to think about the connections between Japanese American World War II incarceration and other forms of incarceration in the United States and that forced relocation/forced removal has been the rule, rather than the exception, throughout American History, for minorities and people of color.
Sharing stories through intimate group discussions, walking tours, reflection, and various activities allows students to personally connect to history in a way that a textbook, documentary video or lecture cannot provide. It is that personal connection that prompts students to figure out what their role is in teaching Japanese American history.
For more information on Katari, check out the Katari page on our web site.
As stated earlier, our third cohort of students participated in this project, November 2-3. In the coming weeks, we’ll feature reflection pieces from each of our students, so you’ll get to hear from them about what they learned, observed, heard, and felt during that weekend, and (hopefully), about the impact their journey had on them. But while we wait for that, on behalf of the Manzanar Committee, I want to express our gratitude to the staff at Manzanar National Historic Site who were a big part of our weekend, especially ranger Rose Masters, who is the lead ranger working on the Katari project for the NPS—Rose is partially responsible for the creation of the project after coming up with the ground-floor idea that quickly grew to become much larger than she initially envisioned.
We can’t express enough gratitude to Minoru Tonai, who was incarcerated at the Amache concentration camp and Yoshiye Okimoto Hayashi, who was incarcerated at Manzanar (thank you to her daughter, Linda Solomon and her son, Cameron, too!). Both joined us (for Min, it was his second Katari trip) to share their stories and experiences with our students.
We also must thank our very own Pat Sakamoto, who was born behind the barbed wire at Manzanar. Pat has joined us for all three Katari trips.
We can’t thank Min, Yoshiye and Pat enough for their generosity and dedication to educating our students, who were absolutely enthralled by them. In fact, after this year’s program ended, our students surrounded Min, asking questions and listening to his stories for an additional 30 minutes. The only reason that didn’t last longer was because our vans had to head back to Southern California to ensure that our students were able to make it back to their campuses that night.
Thank you to Beverly Newell, an elder in the Lone Pine Paiute-Shoshone community, who spoke to our students about the indigenous people of the Owens Valley who were forcibly removed from their homes throughout the valley, including Manzanar. Sounds familiar, doesn’t it?
We also want to thank Manzanar Committee member Vicky Perez, who has joined us on all three Katari trips to organize our lunches for both days.
We must also thank those of you who donated to our Katari project, either through our GoFundMe campaign or if you sent us a check. Your kindness and generosity ensured that all of our expenses were covered and that our students would not have to bear any of the expenses for meals, lodging and transportation. All they had to worry about was focusing on what was being presented to them and learning as much as they could.
And that is exactly what they did. So last, but not least, thank you to our 14 students. You responded very, very well to our challenge of being full participants in your own education. You were fully engaged. You asked wonderful questions and contributed insightful comments. By doing that, you inspired those of us who worked hard to make the weekend happen and we believe that you now have some of the tools needed to teach this history to others. You did yourselves proud. Great job!
As stated earlier, we’ll have more in the coming weeks. For now, here is a photo essay from the 2019 Katari trip.
LEAD PHOTO: 2019 Katari group photo at the cemetery, Manzanar National Historic Site, November 3, 2019. Photo: Gann Matsuda and Vicky Perez/Manzanar Committee.
2019 Katari – November 2-3, 2019, Manzanar National Historic Site
138 photos by Gann Matsuda. © 2019 Manzanar Committee. All rights reserved. Duplication prohibited without permission. Click on any photo to view a larger image and to scroll through the gallery.
Arrival at Manzanar on 11/2/19.
Katari students meet some of the Manzanar staff during their daily morning meeting just prior to the site opening for business.
Katari students meet some of the Manzanar staff during their daily morning meeting just prior to the site opening for business.
Icebreaker…getting to know each other
Icebreaker…getting to know each other
Icebreaker…getting to know each other
Icebreaker…getting to know each other
Icebreaker…getting to know each other
Katari students listening to a presentation on “How We Do History” at Manzanar National Historic Site.
Katari students listening to a presentation on “How We Do History” at Manzanar National Historic Site.
Katari students listening to a presentation on “How We Do History” at Manzanar National Historic Site.
Getting everyone on the same page for the weekend…that’s ranger Rose Masters (background).
Beverly Newell, an elder in the Lone Pine Paiute-Shoshone community (right) with Manzanar NHS Chief of Interpretation Alisa Lynch Broch.
Beverly Newell, an elder in the Lone Pine Paiute-Shoshone community (right) with Manzanar NHS Chief of Interpretation Alisa Lynch Broch.
Katari student participate in a “Racist Laws” exercise, learning about the widespread anti-Asian sentiment in the decades preceding World War ii.
Katari student participate in a “Racist Laws” exercise, learning about the widespread anti-Asian sentiment in the decades preceding World War ii.
Katari student participate in a “Racist Laws” exercise, learning about the widespread anti-Asian sentiment in the decades preceding World War ii.
Katari student participate in a “Racist Laws” exercise, learning about the widespread anti-Asian sentiment in the decades preceding World War ii.
Katari student participate in a “Racist Laws” exercise, learning about the widespread anti-Asian sentiment in the decades preceding World War ii.
Katari student participate in a “Racist Laws” exercise, learning about the widespread anti-Asian sentiment in the decades preceding World War ii.
Katari student participate in a “Racist Laws” exercise, learning about the widespread anti-Asian sentiment in the decades preceding World War ii.
Heading out to the Block 14 demonstration block.
Heading out to the Block 14 demonstration block.
Block 14 (1942 barrack) where students learned about living conditions at Manzanar during World War II.
Block 14 (1942 barrack) where students learned about living conditions at Manzanar during World War II.
Block 14 (1942 barrack) where students learned about living conditions at Manzanar during World War II.
Block 14 (1942 barrack) where students learned about living conditions at Manzanar during World War II.
Block 14 (1942 barrack) where students learned about living conditions at Manzanar during World War II.
Block 14 (1942 barrack) where students learned about living conditions at Manzanar during World War II.
Former Amache incarceree Min Tonai (left) and former Manzanar incarceree Yoshiye Okimoto Hayashi told students about life and living conditions in the camps.
Former Amache incarceree Min Tonai (left) and former Manzanar incarceree Yoshiye Okimoto Hayashi told students about life and living conditions in the camps.
Former Amache incarceree Min Tonai (left) and former Manzanar incarceree Yoshiye Okimoto Hayashi told students about life and living conditions in the camps.
Former Amache incarceree Min Tonai (left) and former Manzanar incarceree Yoshiye Okimoto Hayashi told students about life and living conditions in the camps.
Inside the replica women’s latrine in Block 14; That’s former Manzanar incarceree Yoshiye Okimoto Hayashi (center) and her grandson, Cameron Solomon (left) with former Amache incarceree Min Tonai (right). They shared their memories of the latrines in camp with the students.
The replica women’s latrine in Block 14. No, there were no partitions during World War II in many of the latrines, either.
Students heard from former incarcerees Yoshiye Okimoto Hayashi and Min Tonai about using the latrines in camp, a demeaning experience, to put it mildly.
Students heard from former incarcerees Yoshiye Okimoto Hayashi, Min Tonai and from oral history excerpts about using the latrines in camp, a demeaning experience, to put it mildly.
Lunch in the replica mess hall in Block 14. Here’s former Amache iincarceree Min Tonai telling the students about how bad the food was in camp, along with how the mess hall dining worked to destroy the family unit in camp.
Lunch in the replica mess hall in Block 14. Here’s former Amache iincarceree Min Tonai telling the students about how bad the food was in camp, along with how the mess hall dining worked to destroy the family unit in camp.
Lunch in the replica mess hall in Block 14. Students heard from former Amache iincarceree Min Tonai and former Manzanar incarceree Yoshiye Okimoto Hayashi (right) about how bad the food was in camp, along with how the mess hall dining worked to destroy the family unit in camp.
Lunch in the replica mess hall in Block 14. Students heard from former Amache iincarceree Min Tonai and former Manzanar incarceree Yoshiye Okimoto Hayashi about how bad the food was in camp, along with how the mess hall dining worked to destroy the family unit in camp.
Block 14 mess hall. Manzanar NHS Chief of Interpretation Alisa Lynch begins a presentation on the Manzanar ”Riot.”
Block 14 mess hall. Manzanar NHS Chief of Interpretation Alisa Lynch begins a presentation on the Manzanar ”Riot.”
Back in the Block 14 demonstration barracks (Block Manager’s office) for a presentation on the Manzanar “Riot.”
Back in the Block 14 demonstration barracks (Block Manager’s office) for a presentation on the Manzanar “Riot.”
Back in the Block 14 demonstration barracks (Block Manager’s office) for a presentation on the Manzanar “Riot.”
Back in the Block 14 demonstration barracks (Block Manager’s office) for a presentation on the Manzanar “Riot.”
Back in the Block 14 demonstration barracks (Block Manager’s office) for a presentation on the Manzanar “Riot.”
Back in the Block 14 demonstration barracks (Block Manager’s office) for a presentation on the Manzanar “Riot.”
Block 14 demonstration barracks (1944 barrack): Students learn about the infamous Loyalty Questionnaire. That’s ranger Rose Masters (kneeling)
Former Manzanar incarceree Pat Sakamoto tells the story about how the infamous Loyalty Questionnaire literally tore her family apart.
Students listening to former Manzanar incarceree Pat Sakamoto tell the story about how the infamous Loyalty Questionnaire literally tore her family apart.
Students listening to former Manzanar incarceree Pat Sakamoto tell the story about how the infamous Loyalty Questionnaire literally tore her family apart.
Block 33 garden
Block 33 garden.
Block 33 garden.
Block 33 garden.
At the restored Manzanar orchard.
Katari students hear the story about Manzanar’s orphanage, Children’s Village, where 101 orphans were incarcerated during World War II.
Katari students hear the story about Manzanar’s orphanage, Children’s Village, where 101 orphans were incarcerated during World War II.
Katari students hear the story about Manzanar’s orphanage, Children’s Village, where 101 orphans were incarcerated during World War II.
Katari students hear the story about Manzanar’s orphanage, Children’s Village, where 101 orphans were incarcerated during World War II.
Katari students hear the story about Manzanar’s orphanage, Children’s Village, where 101 orphans were incarcerated during World War II.
Katari students hear the story about Manzanar’s orphanage, Children’s Village, where 101 orphans were incarcerated during World War II.
Katari students hear the story about Manzanar’s orphanage, Children’s Village, where 101 orphans were incarcerated during World War II.
From left: Manzanar Committee Co-Chair Bruce Embrey; former Manzanar incarceree Pat Sakamoto; former Amache incarceree Min Tonai. They listened in while Katari students heard the story about Manzanar’s orphanage, Children’s Village, where 101 orphans were incarcerated during World War II.
Katari students hear the story about Manzanar’s orphanage, Children’s Village, where 101 orphans were incarcerated during World War II.
Katari students hear the story about Manzanar’s orphanage, Children’s Village, where 101 orphans were incarcerated during World War II.
Katari students hear the story about Manzanar’s orphanage, Children’s Village, where 101 orphans were incarcerated during World War II.
Katari students hear the story about Manzanar’s orphanage, Children’s Village, where 101 orphans were incarcerated during World War II.
Ending Day 1 of the 2019 Katari trip at the Manzanar cemetery.
Ending Day 1 of the 2019 Katari trip at the Manzanar cemetery.
Ending Day 1 of the 2019 Katari trip at the Manzanar cemetery.
Ending Day 1 of the 2019 Katari trip at the Manzanar cemetery.
Ending Day 1 of the 2019 Katari trip at the Manzanar cemetery.
Day 2: at the location of Block 20, where Sue Kunitomi Embrey, former chair of the Manzanar Committee and the driving force behind the creation of the Manzanar National Historic Site, lived while she was incarcerated at Manzanar.
Day 2: at the location of Block 20, where Sue Kunitomi Embrey, former chair of the Manzanar Committee and the driving force behind the creation of the Manzanar National Historic Site, lived while she was incarcerated at Manzanar.
Day 2: at the location of Block 20, where Sue Kunitomi Embrey, former chair of the Manzanar Committee and the driving force behind the creation of the Manzanar National Historic Site, lived while she was incarcerated at Manzanar.
Day 2: at the location of Block 20, where Sue Kunitomi Embrey, former chair of the Manzanar Committee and the driving force behind the creation of the Manzanar National Historic Site, lived while she was incarcerated at Manzanar. That’s Manzanar Committee Co-Chair Bruce Embrey talking about his mother’s story (right).
Day 2: at the location of Block 20, where Sue Kunitomi Embrey, former chair of the Manzanar Committee and the driving force behind the creation of the Manzanar National Historic Site, lived while she was incarcerated at Manzanar.
Back in the West Theater in the Visitor Center.
Students are examining copies of official camp rosters and other documents for their own family members who were incarcerated in any of the World War II camps or other confinement sites.
Students are examining copies of official camp rosters and other documents for their own family members who were incarcerated in any of the World War II camps or other confinement sites.
Former incarceress Min Tonai (upper left) and Yoshiye Okimoto Hayashi (upper right) shared their experiences after leaving camp with the students.
Former incarceress Min Tonai (left) and Yoshiye Okimoto Hayashi (right) shared their experiences after leaving camp with the students.
Former incarceress Min Tonai (upper left) and Yoshiye Okimoto Hayashi (upper right) shared their experiences after leaving camp with the students.
Former incarceress Min Tonai and Yoshiye Okimoto Hayashi (not pictured) shared their experiences after leaving camp with the students.
Former incarceress Min Tonai and Yoshiye Okimoto Hayashi (not pictured) shared their experiences after leaving camp with the students.
Former incarceress Min Tonai (upper left) and Yoshiye Okimoto Hayashi (upper right) shared their experiences after leaving camp with the students.
The location of Block 31 at Manzanar. Former Manzanar incarceree Yoshiye Okimoto Haoashi is shown here telling students about her life in Block 31.
The location of Block 31 at Manzanar. Former Manzanar incarceree Yoshiye Okimoto Haoashi (left) is shown here telling students about her life in Block 31. Yoshiye is shown here with ranger Rose Masters (right).
The location of Block 31 at Manzanar. Former Manzanar incarceree Yoshiye Okimoto Haoashi (left) is shown here telling students about her life in Block 31. Yoshiye is shown here with ranger Rose Masters (right).
The location of Block 31 at Manzanar. Former Manzanar incarceree Yoshiye Okimoto Haoashi (foreground, seated) is shown here telling students about her life in Block 31
Day 2 lunch at Merritt Park where Manzanar Committee Co-Chair Bruce Embrey (not pictured) spoke of how his mother became an activist in the years after camp.
Day 2 lunch at Merritt Park where Manzanar Committee Co-Chair Bruce Embrey spoke of how his mother became an activist in the years after camp.
Day 2 lunch at Merritt Park.
Day 2 lunch at Merritt Park where Manzanar Committee Co-Chair Bruce Embrey (not pictured) spoke of how his mother became an activist in the years after camp.
Group photo at the Manzanar cemetery.
Three of our honored guests: from left: Pat Sakamoto, Yoshiye Okimoto Hayashi and Min Tonai.
Yoshiye Okimoto Hayashi with her grandson, Cameron Solomon (back left) and her daughterm Linda Solomon (right) making an offering at the cemetery monument.
Yoshiye Okimoto Hayashi making an offering at the cemetery monument.
Yoshiye Okimoto Hayashi making an offering at the cemetery monument.
Yoshiye Okimoto Hayashi making an offering at the cemetery monument.
Former Manzanar incarceree Yoshiye Okimoto Hayashi (seated) with her grandson, Cameron Solomon (top right), her daughter, Linda Solomon (top center) and her great-nephew, Darren Kawasaki of the Manzanar Committee.
Day 2 at the Manzanar cemetery where students learned about the first organized Manzanar Pilgrimage in 1969, about the activism that has kept it going for 50 years and about how critical that same kind of activism is today.
Day 2 at the Manzanar cemetery where students learned about the first organized Manzanar Pilgrimage in 1969, about the activism that has kept it going for 50 years and about how critical that same kind of activism is today. That’s Manzanar Committee Co-Chair Bruce Embrey speaking (right).
Day 2 at the Manzanar cemetery where students learned about the first organized Manzanar Pilgrimage in 1969, about the activism that has kept it going for 50 years and about how critical that same kind of activism is today. That’s Manzanar Committee Co-Chair Bruce Embrey speaking (left).
Day 2 at the Manzanar cemetery where students learned about the first organized Manzanar Pilgrimage in 1969, about the activism that has kept it going for 50 years and about how critical that same kind of activism is today.
Manzanar cemetery: Upon learning that former Manzanar incarceree Yoshiye Okimoto Hayashi would be leaving the group, each student thanked her.
Manzanar cemetery: Upon learning that former Manzanar incarceree Yoshiye Okimoto Hayashi would be leaving the group, each student thanked her.
Manzanar cemetery: Upon learning that former Manzanar incarceree Yoshiye Okimoto Hayashi would be leaving the group, each student thanked her.
Day 2 at the Manzanar cemetery where students learned about the first organized Manzanar Pilgrimage in 1969, about the activism that has kept it going for 50 years and about how critical that same kind of activism is today.
Day 2 at the Manzanar cemetery where students learned about the first organized Manzanar Pilgrimage in 1969, about the activism that has kept it going for 50 years and about how critical that same kind of activism is today.
Day 2 at the Manzanar cemetery where students learned about the first organized Manzanar Pilgrimage in 1969, about the activism that has kept it going for 50 years and about how critical that same kind of activism is today.
Day 2 at the Manzanar cemetery where students learned about the first organized Manzanar Pilgrimage in 1969, about the activism that has kept it going for 50 years and about how critical that same kind of activism is today.
Day 2 at the Manzanar cemetery where students learned about the first organized Manzanar Pilgrimage in 1969, about the activism that has kept it going for 50 years and about how critical that same kind of activism is today.
Manzanar Reservoir: Students learned about the history of water at Manzanar (and the Owens Valley) and about the signs of resistance in the inscriptions etched into the walls of the reservoir by the incarcerees who worked on the reservoir crew.
Manzanar Reservoir: Students learned about the history of water at Manzanar (and the Owens Valley) and about the signs of resistance in the inscriptions etched into the walls of the reservoir by the incarcerees who worked on the reservoir crew.
Manzanar Reservoir: Students learned about the history of water at Manzanar (and the Owens Valley) and about the signs of resistance in the inscriptions etched into the walls of the reservoir by the incarcerees who worked on the reservoir crew.
Manzanar Reservoir: Students learned about the history of water at Manzanar (and the Owens Valley) and about the signs of resistance in the inscriptions etched into the walls of the reservoir by the incarcerees who worked on the reservoir crew.
Manzanar Reservoir: Students learned about the history of water at Manzanar (and the Owens Valley) and about the signs of resistance in the inscriptions etched into the walls of the reservoir by the incarcerees who worked on the reservoir crew.
Manzanar Reservoir: Students learned about the history of water at Manzanar (and the Owens Valley) and about the signs of resistance in the inscriptions etched into the walls of the reservoir by the incarcerees who worked on the reservoir crew.
Manzanar Reservoir: Students learned about the history of water at Manzanar (and the Owens Valley) and about the signs of resistance in the inscriptions etched into the walls of the reservoir by the incarcerees who worked on the reservoir crew. That’s ranger Sarah Bone.
Manzanar Reservoir: Students learned about the history of water at Manzanar (and the Owens Valley) and about the signs of resistance in the inscriptions etched into the walls of the reservoir by the incarcerees who worked on the reservoir crew.
Manzanar Reservoir: Students learned about the history of water at Manzanar (and the Owens Valley) and about the signs of resistance in the inscriptions etched into the walls of the reservoir by the incarcerees who worked on the reservoir crew.
Manzanar Reservoir: Students learned about the history of water at Manzanar (and the Owens Valley) and about the signs of resistance in the inscriptions etched into the walls of the reservoir by the incarcerees who worked on the reservoir crew. That’s ranger Sarah Bone.
Ranger Alisa Lynch Broch begins a discussion about how Manzanar became a National Historic Site.
Ranger Alisa Lynch Broch (left) during a discussion on how Manzanar became a National Historic Site.
Manzanar Committee Co-Chair Bruce Embrey continued the discussion about how Manzanar became a National Historic Site—because the community demanded it and organized themsleves at the grass-roots level, not because of the government’s benevolence.
Back in the Visitor Center where former Amache incarceree Min Tonai shared more of his experiences with the students.
Students listening to former Amache incarceree Min Tonai (not pictured) sharing more of his experiences in camp.
Examining and discussing the contents of archived comment books from the exhibit in the Manzanar Visitor Center.
Wrap-up: Students discuss amongst themselves what they took from the weekend and next steps.
Wrap-up: Students discuss amongst themselves what they took from the weekend and next steps.
Wrap-up: Students discuss amongst themselves what they took from the weekend and next steps.
Wrap-up: Students discuss amongst themselves what they took from the weekend and next steps.
Wrap-up: Students discuss amongst themselves what they took from the weekend and next steps.
Wrap-up: Students discuss amongst themselves what they took from the weekend and next steps.
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