How a 1944 Supreme Court Ruling on Internment Camps Led to a Reckoning

The U.S. government ordered 120,000 people of Japanese descent, most American citizens, imprisoned during World War II. An admission of wrongdoing and reparations payments came decades later, but a Supreme Court ruling had lasting impact.

Just months after the Japanese attacked Pearl Harbor, President Franklin Roosevelt ordered 120,000 people of Japanese descent, most American citizens, rounded up and imprisoned in camps.

Some resisted, like 23-year-old Fred Korematsu, who hid from the authorities and even underwent surgery to change his appearance. “I didn’t feel guilty because I don’t think I did anything wrong,” Korematsu told an interviewer in 1984. “I felt I was an American citizen and I had just as many rights as anyone else.”

Korematsu was eventually arrested and convicted of violating the president’s order. He appealed, arguing that internment based on race was unconstitutional. But in 1944 the Supreme Court upheld his conviction, ruling that Roosevelt’s executive order was a valid wartime response to a national security threat.

“The core of the court’s decision was political, that they had to uphold the president during a time of war,” said Dale Minami, a civil rights lawyer whose own parents had been incarcerated in Arkansas during the war. “It affected me deeply about my sense of justice.”

After evidence was uncovered that claims of espionage were unfounded, Korematsu’s case was reopened, and a federal judge wiped the conviction from his record.

The Civil Liberties Act of 1988, signed by President Ronald Reagan, gave surviving Japanese Americans reparations. But the ruling in Korematsu v. U.S. remained on the books, and was cited in a 2018 Supreme Court decision upholding President Trump’s orders banning travel to the United States by people from Muslim-majority countries.

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For teachers
  • Producer/Narrator: Joseph Hogan
  • Editor: Brian Kamerzel

For Educators

Introduction

This 10-minute video revisits how just months after the Japanese attacked Pearl Harbor, President Franklin Roosevelt ordered 120,000 people of Japanese descent, most American citizens, rounded up and imprisoned in camps. Some resisted, like 23-year-old Fred Korematsu, who hid from the authorities and underwent surgery to change his appearance. Korematsu was eventually arrested and convicted of violating the president’s order. He appealed, but the Supreme Court ruled that the order was a valid wartime response to a national security threat. Decades later, the government admitted wrongdoing, issuing official apologies and reparations to those who had been imprisoned. But the Supreme Court’s decision had a lasting impact.

Lesson Plan 1: Legacy of the Korematsu Decision
Overview

Students will learn how the U.S. government imprisoned 120,000 people of Japanese descent, most American citizens, during World War II and the lasting impact of a related Supreme Court ruling.

Objectives

Students will:

  • Analyze an Executive Order to determine the power of the executive branch.
  • Evaluate Supreme Court opinions to determine the main idea and supporting details from both majority and dissenting opinions.
  • Examine the methods used by Japanese-Americans to advocate for greater civil rights and liberties.
Essential questions
  • How did the United States government legitimize its efforts to relocate and incarcerate Japanese-Americans?
  • How did the efforts of Japanese-Americans lead to the creation of the redress movement and the repudiation of a Supreme Court decision?
Standards

Common Core Standards:

  • CCSS.ELA-LITERACY.RH.9-10.1:Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
  • CCSS.ELA-LITERACY.RH.9-10.2:Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
  • CCSS.ELA-LITERACY.RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • CCSS.ELA-LITERACY.RH.9-10.6:Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
  • CCSS.ELA-LITERACY.RH.9-10.8:Assess the extent to which the reasoning and evidence in a text support the author’s claims.
  • CCSS.ELA-LITERACY.RH.11-12.1:Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

C-3 Framework Standards for Social Studies:

  • D1.5.9-12.Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
  • D2.Civ.1.9-12.Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.
  • D2.Civ.3.9-12.Analyze the impact of constitutions, laws, treaties, and interna-tional agreements on the maintenance of national and international order.
  • D2.Civ.4.9-12.Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.
  • D2.Civ.5.9-12.Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
  • D2.Civ.10.9-12.Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
  • D2.Civ.12.9-12.Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.

AP Government and Politics

  • Unit 3: Civil Liberties & Rights
Lesson Plan 2: Japanese Americans Incarcerated
Overview

In the months after Japan attacked Pearl Harbor, President Franklin Roosevelt ordered 120,000 people of Japanese descent, most of them American citizens, rounded up and imprisoned in internment camps. In 10 camps across the American West, Japanese Americans persevered for four years. Even  after they were removed from their homes and places of business, these people created new communities within the camps.

Objectives

Students will:

  • Examine primary and secondary sources related to Japanese American incarceration.
  • Examine the methods used by Japanese Americans to advocate for greater civil rights and liberties.
Essential questions
  • How did the United States government legitimize its efforts to relocate and incarcerate Japanese Americans?
  • What methods of resistance and support did Japanese Americans use to deal with incarceration?
Additional resources
Standards

Common Core Standards:

  • CCSS.ELA-LITERACY.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
  • CCSS.ELA-LITERACY.RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
  • CCSS.ELA-LITERACY.RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • CCSS.ELA-LITERACY.RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
  • CCSS.ELA-LITERACY.RH.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.
  • CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

C-3 Framework Standards for Social Studies:

  • D1.5.9-12. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
  • D2.Civ.1.9-12. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.
  • D2.Civ.3.9-12. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.
  • D2.Civ.4.9-12. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.
  • D2.Civ.5.9-12. Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
  • D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
  • D2.Civ.12.9-12. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.