The answer to the essay question is to be written in the separate essay booklet.

Part III
DOCUMENT-BASED QUESTION

This question is based on the accompanying documents. It is designed to test your ability to work with
historical documents. Some of these documents have been edited for the purposes of the question. As
you analyze the documents, take into account the source of each document and any point of view that
may be presented in the document.

Historical Context:
Two years after WWII began, Japan attacked Pearl Harbor, Hawaii on December 7th,
1941. As a result, the United States enters the war the next day. Prior to this, the
United States had been neutral, and were providing supplies to England, France, and
Russia. After the attack on Pearl Harbor, the government debated what to do with
Japanese-American citizens. On February 19th, 1942, President Franklin Delano
Roosevelt signed Executive Order 9066, which allowed the government to remove
people from military zones. The government used this order to relocate Japanese-
Americans from their homes to war relocation centers, or internment camps. On
January 2nd, 1945, the order was cancelled and internees were released from the
internment camps. They no longer had their previous homes and lost most of their
possessions. In 1988, President Reagan signed the Civil Liberties Act, which
compensated all surviving members of the internment camps with $20,000 each and a
formal apology.

Task:
Using information from the documents and your knowledge of social studies, answer
the questions that follow each document in Part A. Your answers to the questions will
help you write the Part B essay in which you will be asked to

● Discuss the actions taken by the government following the attack on

Pearl Harbor, Hawaii
● Answer the following question: Was it right and legal for the
United States government to send Japanese-Americans to
internment camps?

In developing your answer to Part III, be sure to keep these general definitions in mind:
(a) Discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail.”
Part A
Short-Answer Questions

Directions: Analyze the documents and answer the short-answer questions that follow each document in the
space provided.

Document 1

Source: “Waiting for the Signal from Home,” by Dr. Seuss, PM Magazine, 1942.
Vocabulary:
5th Column: a group within a country at war who are sympathetic to or working for its enemies.

1a Based on this political cartoon, what group of people are part of the 5th column?

_________________________________________________________________________________
Score ______
b According to this document, why might the government of the United States fear Japanese-American
Citizens?

_________________________________________________________________________________

_________________________________________________________________________________
Score ______

Document 2:
 Source http://www.annefrankguide.net/en-US/bronnenbank.asp?oid=18466

2a List two ways the government promised to help Japanese-American citizens to prepare for relocation.

(1)_______________________________________________________________________________

(2)_______________________________________________________________________________
Score: _______
b How did this affect the Japanese-American community?

_______________________________________________________________________________

_______________________________________________________________________________
Score: _______

Document 3
 “AFTER PEARL HARBOR, THE REGION'S JAPANESE RESIDENTS BECAME
TARGETS of even stronger suspicion and abuse. In Kent, which had the area's largest
Japanese-American population, the mayor activated home-defense units to combat sabotage.
Several hundred "aliens" from throughout the area were rounded up, while a curfew was
imposed on Japanese in Seattle. Many of the city's other Asian residents sported buttons
such as "Chinese" or "Not from Nippon."
Others responded with sympathy for loyal Japanese citizens caught in the web of war. The
Medina School principal used his own car to pick up Japanese-American children denied
rides on public buses, and the Council of Churches made a plea for citizens to refrain from
"prejudice and bitterness" against their Japanese neighbors. The Times, which had earlier
editorialized about the "Little Madmen of the East," now urged readers to avoid hysteria.
Prominent Japanese citizens publicly expressed their dismay at the actions of the Japanese
government, and more than 1,300 crowded into the Buddhist Temple to pledge allegiance to
the United States. Japanese men, some in their 60s, registered for military service.”
Source: an excerpt from “Abundant Dreams Diverted” by Sharon Boswell and Lorraine McConaghy, Seattle Times, 1996

3a List two ways American citizens, groups, or companies supported equal rights for Japanese-Americans.

(1)_______________________________________________________________________________

(2)_______________________________________________________________________________
Score: _______

b Describe one way Americans citizens, groups, or companies opposed equal rights for Japanese-
Americans
_______________________________________________________________________________

_______________________________________________________________________________
Score: _______

c Why do you think there were such great differences in opinion regarding the rights of
Japanese-Americans?

_______________________________________________________________________________

_______________________________________________________________________________
Score: _______

Document 4
The document below is from the Heart Mountain Sentinel, a newspaper written by residents from within the
Heart Mountain War Relocation Center.
 Source: “Editorial” by Bill Hosokawa, Heart Mountain Sentinel, 1942.
4a What right was maintained in the internment camps for Japanese-Americans?

_________________________________________________________________________________
Score ______

b Why is it important that residents of the internment camps were able to publish a newspaper? List two
reasons.

(1)_______________________________________________________________________________

(2)_______________________________________________________________________________
Score: _______

Document 5:
 Source:http://www.ourdocuments.gov/doc.php?flash=true&doc=74
5a According to the document, did the military have the power to remove Japanese-Americans from their
homes? Explain why or why not.
_______________________________________________________________________________

_______________________________________________________________________________
Score: _______
Document 6
Heart Mountain Relocation Center, Heart Mountain, Wyoming. The poster crew at this relocation center,
made fire and safety posters, announcements for public gatherings, dances and some general instructions.

Source: https://catalog.archives.gov/id/538754

6a What liberties were residents of relocation camps allowed to have based on this picture and description?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________
Score: _______

Document 7
 The Bill of Rights
Amendment IV
The right of the people to be secure in their persons, houses, papers, and effects, against
unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon
probable cause, supported by oath or affirmation, and particularly describing the place to be
searched, and the persons or things to be seized.

Amendment IX
The enumeration* in the Constitution, of certain rights, shall not be construed to deny or disparage
others retained by the people.
Source http://www.billofrightsinstitute.org/founding-documents/bill-of-rights/

*Enumeration: a complete, ordered listing of all the items in a collection

7a Based on the 4th Amendment, should the government of the United States be allowed to relocate
Japanese-American citizens?

_______________________________________________________________________________

_______________________________________________________________________________
Score: _______

b What does the 9th Amendment mean?

_______________________________________________________________________________

_______________________________________________________________________________
Score: _______

c How do the 4th and 9th Amendments relate to each other and the relocation of Japanese-Americans?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________
Score: _______