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Hastings Park: A Japanese-Canadian Internment Camp Beginning 1942

Lesson One

Subjects Social studies, English language arts, science, physical and health education. Core competencies Communication, creative and critical thinking, positive personal and cultural identity, personal awareness and responsibility, and social responsibility. Grade levels: 5–6 We focussed on core and curricular competencies to bring the big ideas and the content of the Japanese-Canadian internment to life. All books and lessons have been classroom-tested. Big ideas Canada’s policies and treatment of minority peoples have negative and positive legacies (Social Studies 5). Immigration and multiculturalism continue to shape Canadian society and identity (Social Studies 5). Systems of government vary in their respect for human rights and freedoms (Social Studies 6). Exploring text and story helps us understand ourselves and make connections to others and to the world (English Language Arts 6). Exploring and sharing multiple perspectives extends our thinking (English Language Arts 6). Curricular competencies

Use personal experience and knowledge to connect to text and develop an understanding of self, community, and world (English Language Arts 5).

Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in the text (English Language Arts 6).

Recognize how language constructs personal, social, and cultural identity (English Language Arts 5–6).

Construct meaningful personal connections between self, text, and world.

Respond to text in personal, creative, and critical ways (English Language Arts 6). Content

past discriminatory government policies and actions such as the “Head Tax,” the Komagatu Maru Incident, residential schools, and internments (Social Studies 5)

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human rights and responses to discrimination in Canadian society (Social Studies 5)

global poverty and inequality issues including class structure and gender (Social Studies 6). Lesson summary An introduction to the effects of Japanese-Canadian internment through a comparison with the Holocaust.

Time: 80–90 minutes Grade levels: 5–6 Objectives This lesson introduces children in Grades 5–6 to the effects of the Holocaust and the Japanese-Canadian internment through the eyes of children who became adult survivors. This introduction is based on two picture books: Ruth Vander Zee’s and Roberto Innocenti’s Erika’s Story, and Joy Kagawa’s Naomi’s Tree. Both stories begin in the summer of 1942.

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What we did We took pictures of the illustrations in both books in order to create a classroom PowerPoint slideshow that we would show to our students (only once, in keeping with copyright laws). The purpose was to have students make their own assumptions about each picture by viewing them before the book was read aloud by teachers. Students viewed the people, objects, actions, words, colours, symbols, and events within each picture, then formed predictions or opinions about each. Students were grouped into pairs or triads and allowed 1–2 minutes for discussion before being asked to report out.

Leading questions to ask about the pictures

What person, object, or action do you see in the picture?

If there are people in the picture, speculate what each person is feeling based on their facial expression (eyes, mouth, etc.) and/or body language (arms, legs, posture, etc.).

Where do you think this story takes place?

When do you think this story occurred?

What colours are used? What might the colours mean?

Bright, vibrant colours may indicate happiness, while dark browns, greys, and black tend to connote sombre or sad feelings. Check to see if the artist is using black, white, or brown instead of bright colours, and ask students to formulate opinions about the artist’s intent. Often these colours do indicate the time period, such as 1939–1945. At other times, the lack of colour indicates seriousness and hopelessness.

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Picture One from Erika’s Story In this picture, students noted the presence of yellow stars in a black and white picture. It is the only bright colour in the photo. Once students notice this, the teacher can speak about the laws in Germany that stated that all Jewish people had to wear a yellow star identifying themselves as Jews. Students may also note the lack of facial expressions, the crowding of people, and the transport of human beings in a cattle car.

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Picture Two from Naomi’s Tree In some pictures, only one or two colours are used, and students should be asked why. Sometimes the use of colour may be symbolic. The colour pink in Erika’s Story appears in the pink blanket that Erika was wrapped in as a baby when she was thrown to safety from the train taking her parents to a concentration camp. Pink in Naomi’s Tree appears in the healthy, pink cherry tree mythologized as a friendship tree in the beginning of the story. A new tree is grown from this tree that later becomes sickly. By the end of the story, the sickly tree symbolises the 8,000 lives affected by the internment in 1942.

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Summary of Naomi’s Tree The first two pages of the story describe the myth of the friendship tree from the Land of Morning (Japan). Next, a seed is carried from the tree in the clothing of a young Japanese woman who immigrated to Canada. Two pictures follow with the birth of children, and the introduction of Naomi who is the main character of the book.

Then the book turns sombre with the departure of Naomi’s mother who must return to Japan to take care of her sick mother. Though she promises to return, she is never reunited with Naomi or Steven, Naomi’s brother. Suddenly the family must say goodbye to their home and the cherry tree. Naomi is shown as a teen working on a farm with her brother far away from home. Their father has been sent elsewhere and their mother died during the war while overseas. Though they long to go back to their house and their previous lives, they are not able to accomplish this dream.

The cherry tree is personified as a living being waiting for the return of its former owners, especially Naomi. In the final pages of the story, Naomi and Steven return as elderly people who find their childhood home and rediscover their dear cherry tree, which is now old and sickly.

As Naomi embraces the tree, she remembers her happier childhood past and her mother promising to come back. She imagines her mother reassuring her as though she were still alive. Though their pain and loss is evident, the main characters are not angry, and remain resilient and hopeful.

It is particularly effective to view the pictures of the book as it is being read. Having two different readers increases the impact of the story. One reader should describe the myth, be the voice of the cherry tree, and read the afterword, which gives a brief summary of the Japanese-Canadian internment. The other reader should read the rest of the story. Finally, a Google search of 1450 West 64th Avenue in Vancouver brings up images of the Joy Kogawa house, which students can view along with Joy Kogawa’s biography.

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Final activity Students were asked to compare and contrast the pictures from both books and reveal the similarities they discovered. Below are sample answers from students. Similarities

Both stories take place during World War II.

Both books use colour to show emotions such as happiness, sadness, grief, and loss.

Both stories are about children and how the war affected them and their families.

The children in both stories lost their families or didn’t know what happened to them.

Neither Naomi nor Erika could go back to their previous lives, homes, or communities.

The main characters were born in the country in which they were persecuted.

People lost their homes and their communities.

People lost their lives. Differences

Erika didn’t really know who she was, as she never knew her real parents and family. Naomi, however, knew who she was and where she came from.

Erika was a Jewish-German citizen living in Germany, while Naomi was Japanese-Canadian living in Canada. Both governments made rules to imprison them and take away their rights.

Final note While teachers may choose to emulate this lesson, they may also be inspired to create different lessons or choose different picture books.

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Lesson Two

Lesson summary Discovering facts about the Japanese-Canadian internment at Hastings Park.

Time: 80–90 minutes

Grade levels: 5–6

Objectives This lesson allows children in Grades 5–6 to the discover information about the Japanese-Canadian internment through an examination of several historical photos.

What we did In a classroom with approximately 24 students, we placed students into groups of three. We also placed different photos numbered 1–8 around the classroom. Each group began at one of the photos.

Students were to view each image and make inferences about them using the following instructions to guide them:

If the photo has people in it, examine their facial expressions and body language. Indicate what the people were feeling and doing.

If the photo is of an object or objects, examine it closely for clues as to what the object could be and what it is used for.

If the photo is of an action or event, try to figure out what it is and when it took place.

After each photo, try to remember the previous photos to figure out what all the images collectively reveal about what happened to these Canadian citizens.

Students rotated from image to image for approximately three minutes each time. At the end, they went back to the first image they began with.

Students spent five minutes thinking about questions they had about the individual photos or groups of photos.

Beginning at photo one, each group of students showed the entire class the photo and described what they think they see in it. Other students were invited to add to their observations and assumptions. At the end of each picture being described and interpreted, the teacher should reveal what each photo is about.

When all eight photos are revealed, described, discussed, and explained by everyone, the teacher should follow up by asking students to continue thinking about more questions they have about the Japanese-Canadian internment at Hastings Park.

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Sampling of questions asked by students when we did this lesson

What happened to the Canadian-born Japanese in 1942?

How terrible were Japanese internment camps compared to the concentration camps in Germany? How many people died in the internment camps?

Why weren’t European-Canadians friendly with the Japanese-Canadians living here? Did the Canadian people approve of these camps?

What impact did the internment have on the Canadian-born Japanese? What were living conditions like in an internment camp? How bad were the conditions at the camp?

What is the meaning of “naturalized”? If being “Canadian-born” still meant you went to an internment camp, why was it important to have “Canadian-born” stated on the identity card? Were Canadian-born Japanese treated better than non-Canadian-born Japanese? What happened to the Japanese who forgot to carry their identity cards?

Was there any opposition to the internment camps? What did non-Japanese think of the internment of the Japanese? How were the Japanese treated in other countries?

If the Canadian government knew how terrible conditions were, why would they still build internment camps? How did the government hide these events from everyone else?

Of the Japanese-Canadians interned, how many of them were actually spies?

How were the Japanese-Canadians transported to the work camps? How many internment camps existed and where were they located?

Why were there so many Japanese-Canadians in 1942? After World War II, were Japanese-Canadians discriminated against? If the Japanese-Canadians refused to move, what did the Canadian government do other than internment?

Why did the Canadian government decide to intern the Japanese-Canadians? Was every Japanese person in Canada interned? Were there exceptions? Did any Japanese people rebel against the Canadian government?

For mixed-race couples, would their children also go to an internment camp? What happened to the couple and their children?

Why happened to all the fishing boats together in this harbor? What about the Japanese-Canadian fishermen and their families?

What happened to their pets and animals? What happened to families and children who were separated from their parents?

What happened to Japanese people who needed medical help? What happened to Japanese people who were in hospital at the time?

Was it possible for the Japanese to escape the internment camps?

When were the internment camps closed?

How has this incident affected our Canadian society today?

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The Photographs

Photo 1: Thousands of fishing boats confiscated from Japanese-Canadian fishermen in 1942. Over 1,137 Japanese-Canadian fishing boats were seized and sold by the Canadian government. They were moored near New Westminster.

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Photo 2: Identity Card

Who was detained at Hastings Park? In early 1942, about 75% of the Japanese-Canadian population was already living in the Vancouver area. Most did not go to Hastings Park, but were sent directly to the internment camps. Many of the others worked in fishing, forestry, or mining up and down the BC coast, living in smaller, outlying communities, such as Victoria, Nanaimo, Ocean Falls, Prince Rupert, Ucluelet, Tofino, Royston, Salt Spring Island, and Mayne Island, and many other small towns. These people were uprooted and transported to Hastings Park for processing. Japanese nationals and other men who were being sent to work in road camps also stayed briefly at Hastings Park.

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Photo 3: Call-up Notice (see next page) How many Japanese-Canadians were in Hastings Park? About 8,000 Japanese-Canadians passed through Hastings Park from March 16–September 30, 1942. Hastings Park had two hospitals: 80 beds for regular patients and 105 beds for tuberculosis patients. On September 1, 1942, at the peak of population, there were 3,866 people in the facilities. After that date, large numbers were sent by train daily to the housing or work projects across Canada.

Into the unknown Japanese-Canadians lost all of their belongings and experienced the fear and uncertainty of being forcibly removed from their homes. They did not know where they were going or for how long. Many people were given only 24-hours notice to leave their homes, businesses, and communities before being escorted to Hastings Park by the Royal Canadian Mounted Police (RCMP). They were only allowed to carry 1–2 suitcases each (150 lbs per adult and 75 lbs per child). Many of their belongings were seized or held in trust by the Custodian of Enemy Property.

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Photo 4: Hastings Park Racecourse Confiscated cars and trucks were parked in the middle of the Hastings Park Racecourse. The Custodian of Enemy Property sold these vehicles and all other properties at auction without notifying the owners.

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Photo 5: At the Hastings Park Livestock Building

“What a shock we received when we were taken to Hastings Park. Some buildings that usually stocked exhibit animals had been converted to living quarters for us. There were rows on rows of wooden frame double bunks.” -Rose Baba

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Photo 6: Hastings Park Livestock Building

Women hung blankets and sheets between the animal stalls for a bit of privacy. Each livestock stall needed a thorough washing to remove all traces of feces and maggots.

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Photo 7: Hastings Park Fairgrounds

For internees, Royal Canadian Mounted Police were stationed at Hastings Park. There was no barbed wire, but high fences surrounded the grounds. Day passes could sometimes be signed out at the Guard Room.

Why Hastings Park? The fairgrounds were expropriated by the Department of National Defense to the BC Security Commission on April 14, 1942. They had previously been seconded for military purposes in the First World War from 1914–1918.

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Photo 8: The Forum Building

In 1942, the Forum Building’s huge hall was crammed with a sea of bunk beds. Over 1,200 men and boys over the age of 18 resided in the space.

Who was in charge? In December 1941, the Government of Canada enacted the War Measures Act. Within three months, they sent all Japanese male nationals to work camps and authorized the uprooting of all Canadians of Japanese ancestry. The BC Security Commission was created on March 4, 1942, to oversee the process, chaired by Austin C. Taylor, a prominent businessman with a 20-member advisory board. The other two administrators were RCMP Assistant Commissioner Frederick J. Mead, and Assistant Commissioner of the BC Provincial Police John Shirras. They were also helped by the Department of Labour. A Custodian of Enemy Property held all land and property in trust, but later sold the confiscated properties without the owner’s consent, and the funds were used to partially cover the costs.

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Lesson Three

Lesson summary Setting up the historical context of racism and its connection to Japanese-Canadian internment.

Time: 80–90 minutes

Grade levels: 6–8 Subjects Social studies, English language arts, science, physical and health education. Core competencies Communication, creative and critical thinking, positive personal and cultural identity, personal awareness and responsibility, and social responsibility. Big ideas

Increasingly complex societies required new systems of laws and government (Social Studies 7).

Exploration, expansion, and colonization had varying consequences for different groups (Social Studies 8).

Contacts and conflicts between peoples stimulated significant cultural, social, political change (Social Studies 8).

Exploring text and story helps us understand ourselves and make connections to others and to the world (English Language Arts 7–8).

Exploring and sharing multiple perspectives extends our thinking (English Language Arts 7–8). Objectives This lesson allows children in Grades 6–8 to view videos, news articles and information setting up the historical context of racism prior to, during and following the 1942 Japanese internment. This is a lesson for students in Grades 6–8 who do not have the learning content or curricular competencies placed into the revised curriculum in 2015 or prior.

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What we did The Komogata Maru incident (1914)

www.youtube.com/watch?v=mXbIWdKjty0

www.www.theglobeandmail.com/news/british-columbia/komagata-maru-100-years-later/article18830049/

www.theglobeandmail.com/news/politics/trudeau-to-offer-apology-in-house-of-commons-for-1914-komagata-maru-incident/article29584094/.

Chinese head tax

www.mhso.ca/tiesthatbind/HeadTaxExclusion.php#

www.vancouversun.com/news/staff-blogs/a-short-history-of-racism-in-b-c-and-globally

www.vimeo.com/75037840. Japanese internment

www.thecanadianencyclopedia.ca/en/article/japanese-internment-banished-and-beyond-tears-feature/

www.globalnews.ca/video/1964366/exhibit-marks-dark-chapter-at-hastings-park

www.vancouversun.com/life/Vancouver+council+apologizes+Japanese+Canadians+1942+support+internment/8958222/story.htm. Residential schools

www.cbc.ca/news/canada/british-columbia/residential-schools-reconciliation-on-curriculum-for-b-c-teachers-1.3196613

www.huffingtonpost.ca/2013/07/17/bc-residential-school-starvation_n_3614321.html

www.blog.nfb.ca/blog/2012/10/02/we-were-children/. Islamophobia

www.huffingtonpost.ca/2015/11/17/muslim-woman-attacked-school_n_8581002.html

www.globalnews.ca/video/1857649/meet-a-muslim-family-hopes-to-lessen-islamophobia-in-canada

www.cbc.ca/news/canada/calgary/in-2016-don-t-let-the-fear-of-islam-grow-writes-calgary-doctor-1.3374721

www.macleans.ca/politics/land-of-intolerance/. SR:Unifor/lt:tfeu c2837900