Overview
Title: Amache Resource Set
Topic: Camp Apache: Japanese Incarceration
Theme/Focus: Comparison of past/present; Japanese diaspora post internment; environmental conditions and the challenges posed because of it; social and cultural constraints of internment
Location(s): Camp Apache (Granada, Colorado)
Essential/Inquiry Question(s):
- How does Colorado remember Amache
- How did Amache differ from other incarceration camps?
- Why incarceration and not internment?
- In what ways was Amache represented in other camps, how did this represent the
larger structures of anti-Japanese rhetoric - How did the geography of Camp Amache create further challenges for Japanese Americans?
- How did Executive Order 9066 impact the diaspora of Japanese Americans in Colorado?
- In what ways was Amache a representation of other incarceration camps and the larger structure of anti-Japanese rhetoric?
*Images may be downloaded and will save in the highest resolution available from History Matters.
Authors
- HIST477 SP25 students: Thania Cordova, Hope Goughnour
- Dr. Jessica Jackson
Historical Context/Background
On December 7th, 1941, the Imperial Japanese Army dropped a bomb on Pearl Harbor, resulting in the deaths of 3,4351 Americans, with over a thousand others injured. The attack came after failed negotiations between Imperial Japan and the United States. The attack created ripple effects across the United States, as wartime hysteria was fueling the prejudiced masses, President Franklin D. Roosevelt began planning America’s response. On February 19th, 1942, FDR responded with the enactment of Executive Order 9066, which authorized military officials to create exclusion zones that justified the forced removal of any persons. These exclusion zones specifically targeted the West coast, while the executive order didn’t specifically outline the removal of Japanese Americans, the exclusion zones were in predominantly Japanese-American and Japanese communities.
After the EO was signed, Japanese Americans and Chinese Americans living alongside the West Coast were faced with immense violence. While Chinese Americans weren’t targeted in the EO, they were still faced with violent attacks and discrimination due to racial scripts and stereotypes. A vast majority of American citizens were in support of the EO as they felt they were under attack internally, which was further driven by government-based propaganda that labeled Japanese Americans as enemies of war, spies, criminals, and a blatant danger to the greater society. Many Japanese business owners had their businesses destroyed or looted before they were forced to leave. When military officials began the forced removal of Japanese Americans, they were only allowed to bring one bag per person, and all of their other belongings, including their homes, businesses, farms, everything, were taken and sold out from under them.
The Executive Order didn’t only remove their persons, but rather their existence and belonging in the West, as they were forced inward to incarceration camps in the American West, Midwest, and South. The locations of these camps were purposely in rugged areas with harsh climates, as it made it harder for Japanese Americans to escape and provided harsher working conditions. These camps were initially referred to as internment camps, meant to simply house and hold Japanese Americans until the threat had been resolved. However, this term is drastically ignorant of the atrocities that occurred at these camps and paints a much different image than what actually happened. Rather, these camps, or relocation centers, should be referred to as incarceration camps; Japanese Americans were forced into barracks-style military camps against their will, where they were later forced to work. The majority of the jobs given to those in these camps consisted of hard manual labor.
Camp Amache, located in Grenada, Colorado, is in a dry, hot climate with little to nothing nearby. This area became known mainly for the incarceration camp, as 75,002 people were incarcerated there between 1942 and 1945. Camp Amache was similar to other camps as it forced Japanese Americans to live in close quarters with multiple other families, attempted to cleanse them of their culture, and forced them to work hard, manual labor jobs without any pay. Furthermore, they had to create and make everything they needed in order to survive. Women and children in the camps were typically responsible for cooking, cleaning, canning food that had been harvested, sewing clothing, and teaching the children in the camps. While the U.S. Government did provide schools for the children in these camps, they were heavily intended to assimilate. Men and older children would work in the field or were forced to join the military draft. These camps strongly encouraged the youth to join the draft and fight for the United States. This later became an opportunity for older teens to leave the camp, however, many died soon after leaving. Camp Amache was also different than other camps, as it allowed them to sell their extra harvest and other goods made at the camp. This allowed a small economy to build within the camp and the local area. The Colorado Governor, Ralph Carr, was also openly speaking against the incarceration camps, calling them unconstitutional. However, actions speak much louder than words, as Governor Carr did nothing to change or challenge the Executive Order, Japanese Americans were dealt immense violence, oppression, and discrimination, inside and out of the camps. As Executive Order 9066 ended, the incarceration camps began closing around the United States, with Camp Amache closing in October of 1945, the last prisoner was released and returned to his home in California. However, this wasn’t the reality for many prisoners, as they were slowly released, many stayed in Denver for a few years, as tensions remained high on the West Coast. Denver’s Five Points neighborhood became home to a large population of Japanese Americans seeking new beginnings following their forced displacement and incarceration.
Resources
Executive Order 9066
Description: This is Executive Order 9066, which was signed by then-President FDR.
Possible Inquiry Questions:
- How did this Executive Order change America’s social order?
- How was this executive order justified?
- What were the implications of this order
- How did it impact Japanese American populations?
Significance of the Source?
This executive order was a landmark piece of legislation as it justified and called for the forced removal of Japanese Americans from the West Coast. More specifically, this order gave military personnel permission to create exclusion zones across the West Coast where they believed underlying threats could arise. However, these exclusion zones specifically targeted areas with high populations of Japanese Americans and immigrants. As a result, Japanese Americans and immigrants were forcefully removed from their homes and businesses along the West Coast and forced into incarceration camps across the United States. This piece of legislation set a terrifying precedent, as due process was never granted; rather, the United States Government labeled them as enemies within, erased their rights, and locked them away without any second thought. This was worsened by the Supreme Court Case mentioned below, which again solidified that the United States Government has the power to dismantle the Constitutional rights of any group it deems dangerous or an enemy.
Political Cartoon
Possible Inquiry Questions:
- How did Dr. Suess depict Japanese Americans, and why?
- How do these types of cartoons perpetuate racial stereotypes?
- How did these posters encourage war participation and acceptance?
- How can cartoons like this impact social perceptions?
- How did these cartoons help justify the incarceration of Japanese Americans?
Description/Significance of the Source
These cartoons come from a political cartoon special collection in the University of California, San Diego Library, focused on political cartoons made by Dr. Suess during the 1940s. These cartoons are a part of a much larger political campaign, as they encouraged the war and public buy-ins for the military cause. These cartoons are a strong example of the pro-war propaganda that was being spread throughout the United States to encourage further participation and acceptance of the war efforts. The link above takes you to the entire collection of cartoons created by Dr. Seuss during this time. A lot of them are related to the war bonds program, which encouraged Americans to invest in the war to further provide military research and power. However, in order to do so, these cartoons heavily relied on racial scripts and stereotypes to gain further support from the public. Rather, to appeal to the masses, Dr. Suess and many other illustrators and authors leaned into racial scripts as a way to justify the blatant forces of violence and oppression against Japanese Americans, and anyone else they deemed enemies of war. The political cartoons, as well as a majority of Dr. Suess’s other illustrations, are deeply rooted in racial stereotypes and scripts as seen in the sources above; meant to depict a Japanese American, the cartoon depicts a man with animalistic characteristics. These types of racial scripts are also present in Dr. Seuss’s other writings, as he often relates his characters back to racial scripts. Students can analyze these cartoons to better understand how the war was advertised to American citizens, as well as how it was encouraged.
Significance of the Source?
While the images we chose above depict cartoons made during the earlier days of World War II, the collection includes significant amounts of propaganda, racist, xenophobic, and homophobic rhetoric, just to name a few. While these are sensitive, complex topics, they’re incredibly important, especially in our current world. As the current administration continues to post racist and xenophobic propaganda to social media, disguised as “memes,” it’s incredibly important to educate students on propaganda tactics, especially in media.
Map of Camp Amache
Description/ Significance of Source: This is a wooden sign outside Camp Amache. The sign has been engraved to depict a map of the Incarceration camp, which closed in October of 1945. Today, the camp has been mainly demolished with one barrack-style building remaining, alongside a watch tower. The area has been turned into an open space and a space of consciousness, as it highlights a dark time in American history. While there are signs depicting what once was, this map provides further insight into where the buildings were located and just how cramped the camp actually was. This map was also carved by students and children in Camp Amache. They depicted their daily lives in the camp through this map and created a solidified piece of history that offers a glimpse into the past. Students can analyze this source to better understand how the camp used to be, as well as better understand the daily lives of children living in Amache.
Possible Inquiry Questions:
- How did students remember Amache?
- How does this map provide insight into what used to be?
- What does this map tell you about Amache?
Life Magazine Excerpt
Description/Significance: This is an article published in Life Magazine in 1941. It was written in response to the increase in violence against Chinese Americans following the attack on Pearl Harbor. This was intended to shift blame strictly to Japanese Americans, while also reinforcing racial scripts. Rather, this article is a direct example of racial scripts and their formation. While this is deeply rooted in racial stereotypes, the comparison between features and discriminatory language used to do so furthered hate and oppression against Japanese Americans. This also highlights how the construction of race in the United States is deeply rooted in racial perception. Students can analyze this source to understand social perceptions of Japanese Americans in the United States, in comparison to Chinese Americans; who just years earlier were facing the brunt of racial attacks – hence the Chinese Exclusion Act.
Possible Inquiry Questions:
- How were racial scripts created against Japanese Americans?
- How was the oppression and discrimination against Japanese Americans justified in this writing?
- Why did the magazine feel the need to separate the two?
- What are the implications of this publication?
Evacuees
Description/Significance: In September of 1942, one month after the Camp had been completed, Japanese Americans arrived to see where they would be forcefully held. Students can analyze this image to understand what they brought with them, the style of clothing they started in, and how they looked when they first entered the camp. This image can provide insight into fashion and clothing during the time, which is also a typical economic indicator. Students can also analyze the emotions on the faces of those entering the internment camp for the first time.
Possible Inquiry Questions:
- How did Japanese Americans react to internment?
- How did Camp Amache present when it was first opened?
- Describe what you see in this image
Relocation Center
Description/Significance: This is an image depicting the Camp in 1943, soon after it was completed. This image provides insight into the barrack-style housing that was available to them. it also shows the size of the camp, as well as the geographic location. Students can look at this image to better understand the layout of the camp and the style of housing available. While all of these buildings are identical in shape and size, they hold different things. Some were normal Barrack-style housing, while others were school houses, incarceration camp businesses, and community centers. While analyzing this source, students can be reminded that at its peak, 7000 people were held here at once, given the underwhelming size of the Camp, this can provide insight into how overcrowded the camp was, which worsened living and working conditions. This can also be used in comparison to the first map in this resource set, as students can better understand where everything was and used to be.
Possible Inquiry Questions:
- How was the camp organized?
- How were Japanese Americans forced into harsh living conditions?
- How does this style of housing impact living conditions?
- Using the map in source one, how does this compare?
Amache Boy Scout Troop
Description/ Significance of the Source: Camp Amache created a community that wasn’t common among other Incarceration Camps across the United States. While part of this was due to the governor’s opposition to the camps, it allowed Japanese Americans to create community groups, such as the Boy Scout troop. Camp Amache allowed young boys to join the Amache Boy Scout Troop #719, which gave young boys an opportunity to gain outdoor skills and participate in wider assimilation practices. These boys were also encouraged to join the volunteer military that was growing within the camp.
Possible Inquiry Questions:
- How did Camp Amache allow the internees to create a community?
- How did a Boy Scout troop build community?
- How can this be used as a tool of resistance?
War Relocation
Description/Significance: Following the enactment of Executive Order 9066, incarceration camps began being built across the United States. This image depicts the early construction of Camp Amache in Granada, Colorado. Students can analyze this image to understand the climate and location of Camp Amache. They can also understand how the camps came
Possible Inquiry Questions:
- What was the geographic location of Camp Amache, and why does this matter?
- How does the geographic location of Amache impact living and working conditions?
- Why was Camp Amache placed here?
Camp Amache Agriculture
Description/Significance: Camp Amache’s main form of income and occupation was farmwork, mainly planting and farming staples in Colorado agriculture, such as sugar beets and Rocky Ford melons. This image depicts Japanese Americans working in Sugar Beet farms in Camp Amache during their incarceration. Students can look at this source to better understand the working conditions and farming conditions for those who were incarcerated. This also provides further insight into how Japanese Americans dressed during their time in incarceration. Students can also look at this source to identify environmental factors, geographic factors, and gain a better understanding of life inside these camps.
Possible Inquiry Questions:
- What were the working conditions for agricultural workers in the Incarceration Camps?
- What kind of agricultural practices were being used?
- How do these working conditions relate to the goals of the camp?
- What does this image tell you about farming conditions in Granada, Colorado?
- How did the climate and environment in Granada further impact Japanese Americans?
Day-to-Day Lives
Description/Significance: This image depicts workers at Camp Amache in 1943 during the Spinach harvest. This image offers insight into the working conditions and expectations of incarcerated individuals at Camp Amache. While this center did provide more opportunities than most, this image can still be used to understand the day-to-day lives of those living in the camp. Students can also connect this back to the economy that was growing in Amache through the use of the Co-op store and local farmers markets. Students can analyze this source to understand how Camp Amache allowed Japanese Americans to interact with Colorado’s Agricultural economy while still limiting their freedom.
Possible Inquiry Questions:
- How did Camp Amache provide agricultural goods for those incarcerated and locals in Grenada?
- What were the working conditions for Camp Amache?
- How did Japanese Americans survive incarceration?
- What type of agricultural practices were available?
Closing Camp Amache
Description/Significance: On October 15, 1945, Camp Amache officially closed, as the last incarcerated man, Mr. Yamamoto, was released. When the camp closed, the majority of those released returned home to the West Coast. However, it was incredibly difficult for many as they had lost all of their belongings and assets during internment. This image was taken to depict the day as a happy ending to a social program that ensured public safety, when in reality, this camp erased the rights of thousands and destroyed their livelihood, inside and outside the camp.
Possible Inquiry Questions:
- How does this image portray the closing of the camp?
- How did the closing of Amache further displace Japanese Americans?