Activity 5-4

Activity 5-4: Perspectives of a "No-No Boy" Through an Excerpt From a Novel

Introduction

Through a character in a novel, students examine the perspectives of Japanese Americans who answered "no-no" to questions #27 and #28 on the controversial questionnaire that presumably tested the "loyalty" of Japanese Americans.

Time

One to two class periods

Materials

Handout 5-4a: No-No Boy (one copy per student)
Handout 5-4b: A Declaration of Policy of the Japanese American Citizens League (one copy per student)
Handout 5-4c: Writing Assignments (one copy per student)

Download printer-friendly (PDF) file of Activity 5-4 handouts

Download printer-friendly (PDF) file of lesson page and activity procedures

Procedure

1. Download and print the PDF file of Activity 5-4 handouts. Make copies as indicated above.

2. As noted in the reading: The Question of Loyalty, Japanese Americans were administered a questionnaire that presumably tested their "loyalty." Questions #27 and #28 were especially confusing for Japanese Americans. As pointed out in the homework reading, some Japanese Americans answered "no-no" to these questions. Their stance conflicted with Japanese Americans who served in the military and also with organizations such as the Japanese American Citizens League that supported Japanese American involvement in the U.S. military.

3. Point out to students that they will be examining this conflict through an excerpt taken from the novel No-No Boy by John Okada, and a policy statement from the Japanese American Citizens League. Note that draft resisters in general were not ashamed of their decisions, as Ichiro appears to be in this passage; most tended to be quite sure of the justness of their cause.

4. Distribute handout 5-4a: No-No Boy and handout 5-4b: A Declaration of Policy of the Japanese American Citizens League, to each student. These handouts represent perspectives on both sides of the debate regarding military service. The novel excerpt provides insight into the frames of mind of two Japanese Americans--one a veteran and the other a "no-no boy." Have students read the handouts.

5. Debrief the readings with the following:

What techniques does the author, John Okada, use to show conflict between Eto and Ichiro?
What do you think of the use of the word "Japs" in the context of this dialogue?
What are your thoughts on the Japanese American Citizens League's Declaration of Policy? Does it help you better understand the character of Eto? If so, how?

6. Distribute handout 5-4c: Writing Assignments. Have students select one of the assignments to complete.

7. Assign reading: Legacies of Incarceration: Redress.