American Heritage Center
University of Wyoming

AHC Primary Sources in the Classroom:
Heart Mountain Relocation Center

Heart Mountain Relocation Center: A Lesson Using Primary Source Documents To Critically Analyze The Relocation Of Japanese Americans To Wyoming

This lesson correlates with National Standards for United States History Era 8, Standard 3c: Evaluate the internment of Japanese American during the war and assess the implication for civil liberties.

Grade Level: 7-12  

Background:  On February 19, 1942, President Roosevelt signed Executive Order No.9066 authorizing the Secretary of War to establish military areas from which any or all persons might be excluded. This order translated into the evacuation of more than 100,000 Japanese and Japanese Americans from the West Coast of the United States. Japanese Americans who were unable to leave the Pacific Coast on their own were ordered to relocation camps administered by the War Relocation Authority. One of these ten camps, Heart Mountain Relocation Center, was located between Powell and Cody, Wyoming. At its peak, Heart Mountain interned more than 10,000 Japanese Americans and was the third largest community in Wyoming.

Objective: To compare, contrast, and draw conclusions based on competing historical evidence related to the Heart Mountain Relocation Center in Wyoming.

 Activity 1:  Document:  Letter from Kenneth Kellar, Attorney at Law, to Nels Smith, Governor of Wyoming, March 4, 1942. Using the Written Document Analysis Worksheet developed by the Educational Branch of the National Archives, have students analyze the letter in groups of three. When they are finished analyzing the letter, facilitate a class discussion based on the students’ findings. 

1. Why is the date of the document important? What is going on in the United States at the time the document is written? (If necessary, refer to the timeline)
2. Why is the profession of the author of this letter interesting in regards to the content of the letter?
3. The last paragraph addresses constitutional issues. What does the author say about the constitution? Do you agree or disagree with this statement? Why?
4. The first paragraph mentions the governor of Wyoming’s "stand on the Japanese question." Formulate a theory based on the contents of this letter on what that stand may be.
5. The writing at the bottom of the document is written by the governor. What does it say?
6. What insight does this letter provide regarding the relocation of Japanese Americans in Wyoming?

Activity 2: Documents: a) Diary entry of John Nelson, Administrative Officer, Heart Mountain Relocation Center dated August 28, 1942  [page 1, page 2]; b) Confidential memorandum from Frank C. Cross, Chief, Division of Reports to Joseph H. Smart, Regional Director, September 21, 1942. Students should carefully read and study both documents for several minutes. Ask students to create a list of problems encountered by the administration at Heart Mountain. In addition to the list of problems, ask students to give possible explanations for the problems encountered during the first months of operation. Documents: a) Diary entry of John Nelson, Administrative Officer, Heart Mountain Relocation Center dated August 28, 1942  [page 1, page 2]; b) Confidential memorandum from Frank C. Cross, Chief, Division of Reports to Joseph H. Smart, Regional Director, September 21, 1942. Students should carefully read and study both documents for several minutes. Ask students to create a list of problems encountered by the administration at Heart Mountain. In addition to the list of problems, ask students to give possible explanations for the problems encountered during the first months of operation.

Activity 3: Documents: a) WRA photographs of Heart Mountain [image 1, image 2];  Documents: a) WRA photographs of Heart Mountain [image 1, image 2]; 

b) Estelle Ishigo sketches [image 1, image 2, image 3]. This activity is a good way to teach students about the importance and significance of source evaluation. Both of the visual representations are primary sources; however, each set tells very different stories of life at Heart Mountain. Hand out the set of WRA photographs. Ask students the following questions:

1. Who are the people featured in the photograph?
2. What is happening in the photograph?
3. Who created the photograph?
4. What type of source is this? Primary? Secondary?
5. What is your impression of living conditions in the photograph? Are they good? Bad?
6. Can you draw any conclusions about the people’s feelings in the photograph? Do they seem happy or sad?

Hand out the set of Estelle Ishigo sketches and refer to the above questions. If the answers to the questions differ between the two sets, discuss the reasons why the two sources may convey different information. At this point, students should also discuss how some sources may relay more accurate information than others. For further reading: Lone Heart Mountain by Estelle Ishigo, Los Angeles, 1972.

Activity 4: Documents: Letter to Lester C. Hunt, Governor of Wyoming from Guy Robertson [page 1, page 2], Project Director Heart Mountain Relocation Center, August 2, 1943; Documents: Letter to Lester C. Hunt, Governor of Wyoming from Guy Robertson [page 1, page 2], Project Director Heart Mountain Relocation Center, August 2, 1943;

b) Letter to the Commission on Wartime Relocation & Interment of Civilians from Irene Bosworth, August 10, 1981; c) Statement of Emi K. Fujii to the Commission on Wartime Relocation & Interment of Civilians, September 23, 1981. Background: In 1980, the 96^th Congress enacted and signed into law Public Law 96-317 establishing a special commission to address the consequences of evacuating and interning thousands of U.S. civilians and resident aliens during World War II. The Commission on Wartime Relocation and Interment of Civilians met from July 1981 to December 1981 to review this period of our nation’s history and to recommend remedies if necessary. The committee concluded that Executive Order 9066 was NOT justified by military necessity, and the causes for the relocation were shaped by race prejudice, war hysteria, and a failure of leadership. In 1988, President Regan signed the Civil Rights Restoration Act which was a formal apology to Japanese Americans who had been relocated. The act also allotted $20,000 to survivors of the relocation.

Ask students to write a well-organized essay using the documents that includes an introduction with a thesis statement, several paragraphs supporting their thesis statement, and a conclusion. The essay should focus on restitution and whether the government was justified in its actions during World War II. The students should be given the following tips before constructing their essay.

• Carefully study each document.
• Use evidence in the documents AND you knowledge of Heart Mountain to support your position.
• Do not simply repeat the contents of the documents.
• Include related outside information about Heart Mountain when appropriate.

American Heritage Center, University of Wyoming, P.O. Box 3924, Laramie, WY 82071.  Phone:  307.766.4114,  Fax:  307.766.5511, Email: shelstad@uwyo.edu.  Copyright © University of Wyoming, 1999-2000.  Created on May 27, 1999.  Last modified on September 26, 2000.