Annotated Bibliography Primary Sources "Attack At Pearl Harbor, 1941, - the Japanese View" EyeWitness to History, www.eyewitnesstohistory.com (2001).

Marine Corporal E.C. Nightingale was aboard the USS Arizona the day of the attack. This source gives the bloody details of all the bodies he saw laying around, some dead or reaching the point of death. Nightingale tells the story of how he came close to death among the USS Arizona. This story helps us understand the feelings and the actions of the people involved in the attack. Eliot, Maj. George Fielding. "Jap Raid Believed Hindering Action." New York Tribune [New York] 7 Dec. 1941: n. pag. Print. This source was written the day of the attack, so it gives us the first thoughts of what happened during the attack on Pearl Harbor. Maj. George said "it is not very likely that the Japanese will succeed in doing enough damage at Oahu..." but as we know he was wrong. We will use this source to show what they thought would happened, compared to what really happened. Exec. Order No. 9066. Fed. Reg. 1-3. Print. We will use this document in our project to understand the reasoning behind the internment. Harry S. Truman: "Proclamation 2678 - Revoking Proclamation No. 2537 of January 14, 1942, Prescribing Regulations Relating to the Control of Alien Enemies," December 29, 1945. Online by Gerhard Peters and John T. Woolley, The American Presidency The Presidential Proclamation No. 2678 was made by Harry S. Truman to revoke the Proclamation No. 2537. This source was very helpful, where as it is the original copy of Harry Truman's document he made. We will use this source when telling how the Proclamation was cancelled and how all alien enemy regulations were revoked.

"Internment of San Francisco Japanese." Evacuation and Internment of San Francisco Japanese. N.p., n.d. Web. 10 Dec. 2012. <http://www.sfmuseam.org/war/evactxt.html>. The San Francisco news gave us plenty of information of what they organized for the JapaneseAmerican Internment in this article. We will use this information while explaining how the different internment camps were organized. The article also gives us links to the day by day articles that were published in March of 1942. "The Japanese American Legacy Project." Denosho. N.p., n.d. Web. 10 Dec. 2012. <http://www.denosho.org/>. After the bombing of Pearl Harbor, President Franklin Roosevelt cited military necessity as the basis for incarcerating thousands of JapaneseAmerican citizens. This source also gives us over 800 hours of interview and visual histories of Japanese-Americans that went through the camps. We will use this information to take an inside look in the internment camps. "Japanese Americans Interned during World War II." Telling Their Stories. N.p., n.d. Web. 10 Dec. 2012. <http://www.tellingstories.org/internment/index.html>. This source give us plenty of interviews of the different lives the Japanese Americans had in the internment camps. Most of the people that were interviewed were sent to the internment camp in Topaz. We will use these to show how the different camps varied from good to bad throughout America. "One Students Experience." A Privilege and a Duty. N.p., n.d. Web. 5 Dec. 2012. <http://www.lib.washington.edu/exhibits/harmony/interrupted_lives/privilege.shtml>. Kenji Okuda tells his story of what happened to him the night of the attack on Pearl Harbor. Kenji says the consequences of the attack happened almost immediately. This source provides us with an inside look on how all their lives changed.

Potts, Mark. "A Respectful Stillness at Pearl Harbor." Time Travel: 22-24. Print. This source is extremely helpful in our research because, it gives us many firsthand accounts of the attack. Since so many people told their own story in the article, we can describe the attack on Pearl Harbor really vividly. We will use this source for the background information over Pearl Harbor. "PRIMARY SOURCES: Pearl Harbor." The National WWII Museum. N.p., n.d. Web. 8 Oct. 2012. <http://www.nationalww2museum.org/learn/education/for-teachers/primarysources/pearl-harbor.html>. This source not only tells us about the attack on Pearl Harbor, but it tells us how the U.S. governement decided to enter the war. On December 8, U.S. President Franklin Roosevelt asked Congress for and received a declaration of war against Japan. The following day on the 11th of December, Germany and Italy aligned with Japan. The United States had now entered the war. Roosevelt, Franklin D. "Executive Order 9066: The President Authorizes Japanese Relocation." History Matters. N.p., n.d. Web. 17 Jan. 2013. <http://historymatters.gmu.edu/d/5154/>. This source not only sums up the Executive Order for us, but it gives us the original Order as well. We will use this when describing the internment and explaining how it all happened. This source was extremely helpful to us in many ways. Stephenson, David. "First to Flight at Pearl Harbor." Military Hisrtory: 42+. Print. This interview with Joseph A. Groden gives us the story of being aboard the U.S. Navy destroyer Henley, the day of the attack. Groden tells us how he wasn't too surprised when he saw the big orange ball on the side of the aircraft, letting him know it was the Japanese attacking them. We will use the interview to show that not everyone was frightened over this attack, and that you need to be level headed to do things they right way.

Warden. "Oral History of the Pearl Harbor Attack, 7 December 1941 LT Warden." Naval History and Heritage Command. N.p., n.d. Web. 27 Sept. 2012. <http://www.history.navy.mil/faqs/faq66-3c.htm>. Lieutenant Warden was not previously trained as a surgeon when he had to take the job from a deceased doctor. Warden tells us how one of the Japanese planes crashed into the Naval Hospital yard, so there were many casualties to deal with. This sources gives us the incite of a doctors point of view under the attack. This source also provided us with a numerous amount of pictures. "West Pointer Gives Life Sinking Jap Warship." New York Times [New York] 12 Dec. 1941: n. pag. Print. This source tells us how Capt. Colin P Kelly helped even the score when the Japanese attacked Pearl Harbor, by planting three bombs on the Japanese Battleship Haruna. Also it tells how Lieut. Gen. MacArthur and Lieutenant Boyd shot down two planes out of the air. We will use this article to show how the U.S. fought back to the attack on Pearl Harbor.

Secondary Sources Bearden, Russell E. "Japanese American Relocation Camps." The Encyclopedia of Arkansas History and Culture. N.p., n.d. Web. 17 Jan. 2013. <http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=2273>. This source gives us detail from the beginning to the end, telling us all the details from the average size of the relocation camps to the orders and proclamations enforced. This source was very helpful while gathering information. We will use this source while explaining the internment camps and how the Japanese had to live in the camps. Chin, Aimee. Long-Run Labor Market Effects of. Houston: n.p., 2004. Print. This article informed us on the property and income loss the Japanese-Americans had to deal with. They also had to deal with loosing their stores and property being taken while they were away for three years. This source is very serious with all the information and data that was put into it. We will use this to show the more serious side of the internment, showing they did not just loose their freedom. Dudley, Wade G. "Hallowed Ground." Military History Jan. 2012: 32-39. Print. This source is very detailed in telling us how the attack came into affect, by breaking down every bomb and sneak attacks that came about. It also tells us how Oahu is still affected by this attack today. We will use this information to lay out the affects the attack has on the world today. Hansen, Gladys. "War Hits the Farmlands." The Virtual Museum of the City of San Fransico. N.p., May 1998. Web. 17 Jan. 2013. <http://www.sfmuseum.org/hist9/harvest.html>. This source tells us how the Japanese-American internment camps did not only affect the Japanese-Americans, but it also affected America. The Japanese-Americans produced

forty percent of all vegetables grown in America. With out them all production of crops were cut back. We will use this when talking about the short term effects. We also obtained numerous photographs from this website. "Japanese-American Internment." Digital History. N.p., n.d. Web. 10 Dec. 2012. <http://www.digitalhistory.uh.edu/learning_history/japanese_internment/internment_men u.cfm>. This source was extremely resourceful because it showed how the internment effected the jobs of the Japanese-Americans. Also, this source showed how the lives of the Japanese-Americans were changed after they left the internment camps. This website gives specific examples of the lives of the Japanese-Americans that we can use in our project. "Japanese-American Internment." U.S. History. N.p., n.d. Web. 10 Dec. 2012. <http://www.ushistory.org/us/51e.asp>. This source gives us information on why the American citizens thought the Japanese-American citizens were spies for Japan. The evacuation orders were posted in Japanese-American communities giving them instructions on how to comply with the orders. Even though some of the camps were not completed at the time, they still had to evacuate to temporary centers, such as racetracks. We obtained many pictures from this website. "Japanese-American Internment." U.S. History. N.p., n.d. Web. 17 Jan. 2013. <http://www.ushistory.org/us/51e.asp>. This article gives us details on how the JapaneseAmericans were forced out of their homes quickly, loosing most of their assets. We will use this while explaining how the Japanese-Americans were interned that morning. This source was very helpful in our research through out our project.

"Japanese Internment." United States History. N.p., n.d. Web. 3 Dec. 2012. <http://www.u-shistory.com/pages/h1679.html>. The Japanese-Americans had experienced discrimination, but after the attack on Pearl Harbor, nothing could prepare them for what was about to happen. This source tells us the governments reasons for putting the Japanese in Interment camps. It tells us what they had to go through to make the Internment camps happen. "Japanese Internment." University of Illinois at Urbana-Champaign. N.p., n.d. Web. 10 Dec. 2012. <http://www.library.edu/doc/researchtools/guides/subject/japaneseinternment.html>. This source gives us the information regarding government cases that have to do with the Japanese Internment. It also provides us with all the relocation centers and many book titles to get more information over the topic. We will use this to show how long it actually took to get the Internment camps up and running. Jardins, Julie Des. "From Citizen to Enemy: The Tragedy of Japanese Internment." History Now. N.p., n.d. Web. 10 Dec. 2012. <http://www.gilderlehrman.org/history-by-era/world-warii/essays/from-citizen-enemy-tragedy-japanese-internment>. This source was vital to the creation of our project because it gave an accurate timeline of the historical events that took place during the time period of the Japanese-American internment. The visual presentation helped us organize our information very easily which gave us an advantage in understanding the timeline. The website let us see how the events leading up to the internment camps directly effected the decisions and the process' in making the camps. Katherine. "Medical Treatments of Japanese Internment Camps." Study of the Mind. N.p., n.d. Web. 17 Jan. 2013. <http://www.studyofthemind.com/medical-treatments-of-japanese-

internment-camps/>. This source helps us understand the mental state of all the JapaneseAmericans while they were in the camps. We learned that many of them committed suicide, or were diagnosed with post tramatic stress syndrome. We will use this source when we explain the health treatments they received while in the camps. Finding this source of information was really helpful to us. "Life in Japanese Internment Camps." Japanese Internment Camps. N.p., n.d. Web. 10 Dec. 2012. <http://cte.jhu.edu/techacademy/felows/DALY/webquest/campsrc.htm>. This source was helpful to our research because, we learned about the daily lives of the Japanese-Americans that were held in the Japanese internment camps. We gained very useful information on what situations they had to deal with while living here. This source was especially resourceful because, we had not come across this type of information in our research to this point. Pearl Harbor. 2012. The History Channel website. Sep 24 2012, 9:16 <http://www.history.com/topics/pearl-harbor>. This source explores the statistics of the attack on Pearl Harbor, giving us the details we need to retell the story. In addition, the decades of edging towards war between the United States and Japan could tell us this bombing was going to happen. The article also gives us more information on the Japanese side of the bombing. We also obtained numerous pictures from this website. "Pearl Harbor History." The Official Pearl Harbor Website. N.p., 2012. Web. 24 Sept. 2012. <http://www.pearlharboroahu.com/index.htm>. This source helped us understand why Pearl Harbor was attacked by the Japanese army. The Japanese were in a rut after the US, Netherlands, and Great Britain cut off 90% of the raw materials required by Japan for war production. They would either have to abandon, or seize other areas rich

in raw materials, and abandonment was unthinkable. We obtained many pictures from this source. Sundquist, Eric J. The Japanese-American Internment. N.p.: n.p., n.d. Print. This source tells tells us that the simple facts of the economic hardship suffered by Japanese Americans have rarely been disputed. Even though they were not treated as bad as the AfroAmerican slaves, the internment camps violated their civil rights. We will use this source to help show how their civil rights were violated. Villanueva, Ricco, and Shmuel Ross. "During World War II, Nearly 120,000 Japanese Americans Were under Lock and Key." Japanese Relocation Centers. N.p., n.d. Web. 10 Dec. 2012. <http://www.infopleas.com/spot/internment1.html>. On February 19, 1942, soon after the beginning of World War II, Franklin D. Roosevelt signed Executive Order 9066, which commenced the round up of over 120,000 Japanese Americans. This article told us that the Japanese were not the only one locked up in the camps, there were also thousands of Germans, Italians and other European descendants forced to relocate. We will use this to show that the Japanese were not the only ones classifies as "enemy aliens" and subject to increased restrictions. "World War Two - Japanese Internment Camps in the USA." HistoryontheNet.com. N.p., n.d. Web. 3 Dec. 2012. <http://www.historyonthenet.com/WW2/japan_internment_camps.htm>. This source tells us how some people saw the camps as concentration camps and a violation of Habeas Corpus. It also tells us the loyalty test the Japanese-Americans had to go through, and how they had to fight in the war against their own country. We will use this source to

explain what people thought of the camps from the outside and from the inside. This source provided us with a numerous amount of pictures. "WWII Internment Timeline." Children of the Camps. N.p., n.d. Web. 4 Dec. 2012. <http://www.pbs.org/childofcamp/history/timeline.html>. This source provides us with all the major events in the government while they made the decisions for the internment camps. While it also provides us with the details of how the Japanese were treated inside the camps. We will use this to show how the U.S. government violated the citizens civil rights.