Cautions and Guidelines
This instructional resource is designed to facilitate instruction on
topics related to the history of Japanese Canadians. The history of Japanese
Canadians is a record of facts. However, the study of history goes beyond
the chronology of events to examine meanings, motivations and experiences
and, as such, deals with controversial and sensitive issues.
with the internment of Japanese Canadians, teachers are directed to the
following guidelines adapted from “Teaching About the Holocaust”,
United States Holocaust Memorial Museum:
- Avoid simple answers to a complex history.
Allow students to contemplate various factors that contributed to the
internment; do not attempt to reduce internment history to one
catalyst (e.g., the internment was not simply the inevitable consequence
racism). Present nuances of human behaviour and strive for precision
of language (e.g., all Japanese were not put in internment camps
and all Caucasian Canadians did not support internment).
- Just because
it happened, doesn't mean it was inevitable.
Too often, students have the simplistic impression that the internment
was inevitable. Just because an historical event took place does
not mean that it had to happen. The internment occurred because
individuals, groups and nations made decisions to act or not to
act. By focusing
on those decisions, we gain insight into history and human nature,
and better help students become critical thinkers.
- Translate statistics into people.
First-person accounts and memoirs provide students with a way of making
meaning out of collective numbers.
- Strive for balance in establishing perspective.
Students may assume that victims may have done something to justify
the actions against them, and thus place inappropriate blame on the
victims themselves. Rather, the focus should be on the impossible
choices faced by the victims.
- Make careful distinctions about sources of information.
Students should distinguish between fact, opinion and fiction. All
materials should be identified as primary or secondary sources, fiction,
- Be sensitive to appropriate written and audio-visual content.
material should be used judiciously and only to the extent necessary
to achieve the objective of the lesson. Teachers should provide a safe