How to Teach Asian American and Pacific Islander Experiences during World War II

This month, we invite you to consider the wide range and long-term impacts of World War II upon Asian American and Pacific Islanders from a perspective that encourages students to consider continuity and change over time.

本月，我们邀请您从鼓励学生考虑随着时间的推移的连续性和变化的角度考虑第二次世界大战对亚裔美国人和太平洋岛民的广泛和长期影响。

Top Photo: Americans of Japanese descent, infantrymen of the 442nd Regiment run for cover as a German artillery shell is about to land outside a building in Italy.

上图：日裔美国人，第 442 团的步兵在德国炮弹即将落在意大利一栋建筑物外时四处寻找掩护。

National Archives.

国家档案馆。

World War II was a global conflict that reached every continent and many different peoples.

第二次世界大战是一场波及各大洲和许多不同民族的全球冲突。

As a result, when we teach about the Asian American and Pacific Islander experience during the war , there is no simple or straightforward narrative.

因此，当我们讲述亚裔美国人和太平洋岛民在战争期间的经历时，没有简单或直接的叙述。

While we now celebrate Asian American and Pacific Islander (AAPI) Month in May, in the 1940s, AAPI peoples had a dramatic variety of experiences.

虽然我们现在在 5 月庆祝亚裔美国人和太平洋岛民 (AAPI) 月，但在 20 世纪 40 年代，AAPI 人民却经历了丰富多彩的经历。

For some communities, the war led to military service and citizenship; for others, it brought incarceration, displacement, and discrimination.

对于一些社区来说，战争导致了服兵役和公民身份；对于其他人来说，它带来了监禁、流离失所和歧视。

Examining these experiences through continuity and change over time allows students to explore both the immediate impacts of the war and its lasting consequences.

通过连续性和随时间的变化来审视这些经历，可以让学生探索战争的直接影响及其持久后果。

To begin exploring this topic, teachers should develop context through historical background.

要开始探索这个主题，教师应该通过历史背景来了解背景。

Museum Distinguished Fellow Dr. Robert Citino explains how American naval Commodore Matthew Perry’s trip to Japan in 1853 inadvertently led to rapid industrialization and the Meiji Restoration—a political reorganization that ended feudalism there and installed an emperor.

博物馆杰出研究员罗伯特·西蒂诺 (Robert Citino) 博士解释了美国海军准将马修·佩里 (Matthew Perry) 1853 年的日本之行如何无意间促成了快速工业化和明治维新——一场结束日本封建制度并拥立天皇的政治重组。

For students, this gives depth and detail to connect the “opening” of Japan to its imperial ambitions and eventual military conflict with China.

对于学生来说，这提供了深度和细节，将日本的“开放”与其帝国野心以及最终与中国的军事冲突联系起来。

While Japan transformed, similar rapid industrialization in the United States created labor demands that sparked legal battles over citizenship and immigration.

在日本发生转型的同时，美国类似的快速工业化也产生了劳动力需求，引发了有关公民身份和移民的法律斗争。

By the time World War II began, most AAPI people had been born in the United States or arrived prior to 1917.

第二次世界大战开始时，大多数 AAPI 人出生在美国或 1917 年之前抵达美国。

Some 25,000 Chinese immigrants had arrived in California by the early 1850s, but the 1882 Chinese Exclusion Act was enacted and extended to prohibit their immigration.

到 1850 年代初，已有约 25,000 名中国移民抵达加州，但 1882 年的《排华法案》颁布并延长，禁止他们移民。

Japanese and South Asian laborers arrived until the Immigration Act of 1917 (the Burnett Act) dramatically restricted them.

日本和南亚劳工来到这里，直到 1917 年《移民法》（《伯内特法》）对他们进行了严格限制。

People from across Asia could still migrate to Hawaii, a US territory from 1898-1959, and Filipino peoples, who were American colonial subjects from 1898–1932, continued to arrive in the mainland United States.

来自亚洲各地的人们仍然可以移民到 1898 年至 1959 年期间属于美国领土的夏威夷，而 1898 年至 1932 年期间作为美国殖民地臣民的菲律宾人则继续抵达美国本土。

By the time of the 1940 census , about 126,000 persons of Japanese ancestry lived on the US mainland, mostly along the Pacific Coast.

截至 1940 年人口普查，大约有 126,000 名日本血统的人居住在美国大陆，其中大部分居住在太平洋沿岸。

Additionally, that census shows nearly 78,000 Chinese Americans, around 46,000 Filipino people, and 2,400 Southeast Asian Americans, labeled as “Hindu,” residing in the United States.

此外，人口普查显示，居住在美国的有近 78,000 名华裔美国人、约 46,000 名菲律宾人以及 2,400 名被贴上“印度教徒”标签的东南亚裔美国人。

More than half of these people were American citizens by birth.

其中一半以上是出生的美国公民。

When Imperial Japan bombed the US naval base at Pearl Harbor on December 7, 1941, Americans were shocked.

1941 年 12 月 7 日，日本帝国轰炸了美国珍珠港海军基地，美国人感到震惊。

The event led the United States to enter World War II the next day, and the experiences of AAPI peoples were anything but monolithic.

这一事件导致美国第二天就加入了第二次世界大战，而亚裔美国人的经历绝不是单一的。

Within months of Pearl Harbor, Japanese Americans faced mass evacuation and incarceration enforced through Executive Order 9066.

珍珠港事件爆发后的几个月内，日裔美国人面临着根据第 9066 号行政命令强制执行的大规模疏散和监禁。

You can read how “virtually all Japanese Americans were forced to leave their homes and property and live in camps for most of the war.” This was especially shocking to the almost 80,000 Nisei (the Japanese term for children born in America to Issei, Japanese-born immigrants), as they were citizens by birth.

你可以读到“在战争的大部分时间里，几乎所有日裔美国人都被迫离开家园和财产，住在难民营里。”这对于近 80,000 名 Nisei（日本出生的一诚，日本出生的移民在美国出生的孩子的日语术语）来说尤其令人震惊，因为他们生来就是公民。

Two Nisei, Fred Korematsu and Mitsuye Endo, made legal challenges that ended up in the US Supreme Court.

弗雷德·是松 (Fred Korematsu) 和远藤光耶 (Mitsuye Endo) 两位二精提出了法律挑战，最终向美国最高法院提起诉讼。

While the Korematsu decision upheld the constitutionality of “excluding” American citizens in camps, the Ex parte Endo ruling, released the same day—December 18, 1944—ruled that the government could not detain a citizen who was “concededly loyal” to the United States.

虽然是松案的裁决维持了将美国公民“排除”在难民营中的合宪性，但同日（1944 年 12 月 18 日）公布的单方面远藤裁决裁定，政府不得拘留“公认效忠”美国的公民。

President Roosevelt issued an order allowing Japanese Americans to return to the West Coast the day before the ruling, but the experience lingered in the collective memory of Japanese Americans, who eventually won reparations in 1988.

罗斯福总统在裁决前一天发布命令，允许日裔美国人返回西海岸，但这段经历一直留在日裔美国人的集体记忆中，他们最终在1988年获得了赔偿。

And yet, the experience of Japanese Americans doesn’t represent those of many other AAPI peoples, who considered Japan an enemy.

然而，日裔美国人的经历并不代表许多其他亚裔美国人，他们将日本视为敌人。

Even before Pearl Harbor, the Philippines, Korea, and mainland China were occupied by the Japanese.

甚至在珍珠港事件之前，菲律宾、韩国和中国大陆就被日本占领。

Some 2,700 Korean men who had been forced laborers for Japan were captured by US forces as prisoners of war and interned in prison camps in Hawaii for the duration of the war.

战争期间，大约 2,700 名曾被日本强迫劳动的韩国男子被美军俘虏为战俘，并被关押在夏威夷的战俘营中。

And a decade earlier, after the Japanese invasion of Manchuria in 1931, some Chinese Americans like Hazel Ying Lee had already signed up to train as pilots.

十年前，即 1931 年日本入侵满洲之后，李榛英 (Hazel Ying Lee) 等一些华裔美国人就已经报名参加飞行员培训。

By 1941 most Chinese Americans and Filipino people were well acquainted with the atrocities associated with Japanese occupation, such as the infamous Nanjing Massacre in China in 1937 and the horrific Bataan Death March in the Philippines in April 1942.

到 1941 年，大多数华裔美国人和菲律宾人都非常熟悉与日本占领有关的暴行，例如 1937 年在中国发生的臭名昭著的南京大屠杀和 1942 年 4 月在菲律宾发生的可怕的巴丹死亡行军。

Ultimately, about 20 percent of Chinese Americans and thousands of Filipino people (who were US nationals but didn’t have the full rights of citizens) enlisted in World War II.

最终，大约 20% 的华裔美国人和数千名菲律宾人（他们是美国公民，但没有公民的全部权利）参加了第二次世界大战。

Enlisting also provided a unique path to full citizenship during a time when that was otherwise mostly out of reach.

入伍还为获得完全公民身份提供了一条独特的途径，而在那个时期，入伍几乎是遥不可及的。

You can teach more about AAPI enlistment through this lesson from the Asian Art Museum in San Francisco, which illustrates how Korean Americans like artist Ernie Kim and US Navy Officer Susan Ahn joined the Armed Forces and fought in Europe.

您可以通过旧金山亚洲艺术博物馆的这堂课来了解有关 AAPI 入伍的更多信息，该课程展示了像艺术家 Ernie Kim 和美国海军军官 Susan Ahn 这样的韩裔美国人如何加入武装部队并在欧洲作战。

Even by examining experiences from a variety of AAPI perspectives, we can see how the war in the Pacific led to conflicts within the Asian diaspora in the United States that can’t easily be classified.

即使通过从不同的亚裔美国人角度审视经验，我们也可以看到太平洋战争如何导致了美国亚裔侨民内部难以归类的冲突。

In fact, in December 1941, an article appeared in the pages of LIFE magazine meant as an aid to distinguish between the facial features of the “friendly” Chinese and the “enemy alien” Japanese people.

事实上，1941 年 12 月，《生活》杂志上刊登了一篇文章，旨在帮助区分“友好”的中国人和“敌人的外国人”日本人的面部特征。

For this and the other reasons above, we recommend teaching this subject with care, nuance, and a focus on developing student comprehension around the specific situations of various nations to show the range of impacts on AAPI peoples.

出于这个原因以及上述其他原因，我们建议在教授本课程时要小心、细致，并注重培养学生对各国具体情况的理解，以展示对 AAPI 人民的影响范围。

In The Arsenal of Democracy exhibit at The National WWII Museum, you can visit the “United but Unequal: I Am an American” gallery to view archival footage, photographs, and artifacts like “Relocation Instructions” that tell the story of Japanese American incarceration.

在国家二战博物馆的“民主军械库”展览中，您可以参观“团结但不平等：我是美国人”画廊，观看档案片段、照片和文物，例如讲述日裔美国人被监禁故事的“搬迁说明”。

Online, you can also view the pages of the 1944 Rohwer Center High School yearbook, which, at first glance, seems like that of any other high school on the Home Front.

在网上，您还可以查看 1944 年罗威尔中心高中年鉴的页面，乍一看，这似乎与国内任何其他高中的年鉴没什么不同。

However, the Rohwer Center students were children of Japanese American descent who were forced to leave their homes along the West Coast and required to live behind barbed wire for the duration of World War II.

然而，罗威尔中心的学生都是日裔美国人后裔，他们被迫离开西海岸的家园，并在第二次世界大战期间被迫住在铁丝网后面。

Investigating this yearbook allows the viewer to notice how educators and students endured a terrible situation in ways that are both inspiring and sobering.

通过研究这本年鉴，观众可以注意到教育工作者和学生如何以既鼓舞人心又发人深省的方式忍受可怕的处境。

Florentina Punsalon, Filipino guerilla leader, is shown with her guerilla band near Luzon, Philippines, January 1945.

1945 年 1 月，菲律宾游击队领袖弗洛伦蒂娜·潘萨隆 (Florentina Punsalon) 和她的游击队在菲律宾吕宋岛附近。

Courtesy of National Archives

由国家档案馆提供

To learn about an often-overlooked force for Allied victory, read this article, which explains how “some 260,000 Filipinos served under US command in the Philippine Commonwealth Army, the Philippine Scouts, and even guerrilla units during Japanese occupation.

要了解盟军胜利的一支经常被忽视的力量，请阅读这篇文章，其中解释了“大约 260,000 名菲律宾人如何在日本占领期间在美国指挥下的菲律宾联邦军、菲律宾童子军甚至游击队中服役。

They played a critical role in the Philippines’ defense and ultimate liberation.” According to Cecilia I.

他们在菲律宾的防御和最终解放中发挥了关键作用。”根据塞西莉亚一世的说法。

Gaerlan , the Executive Director of Bataan Legacy Historical Society, “Filipino troops had made up seven-eighths of the main line of resistance during the Battle of Bataan.

巴丹遗产历史学会执行董事盖尔兰表示，“巴丹战役期间，菲律宾军队占了抵抗主线的八分之七。

The US Sixth and Eighth Armies employed thousands of Filipinos during the liberation of the Philippines.” Nonetheless, because they were not all full citizens, many did not receive veteran benefits due to the First Supplemental Surplus Appropriation Rescission Act of 1946.

在菲律宾解放期间，美国第六集团军和第八集团军雇佣了数千名菲律宾人。”尽管如此，由于他们并非都是正式公民，许多人并未因 1946 年《第一补充剩余拨款废除法案》而获得退伍军人福利。

An estimated 33,000 Japanese Americans served in World War II.

据估计，有 33,000 名日裔美国人在第二次世界大战中服役。

While some served as linguists or Japanese interpreters , others, such as the 100th Infantry Battalion , fought in Italy and then participated in the liberation of Southern France.

有些人担任语言学家或日语翻译，其他人，例如第 100 步兵营，曾在意大利作战，然后参加了法国南部的解放。

Additionally, the the 442nd Regimental Combat Team , a segregated Japanese American unit, liberated prisoners from concentration camps during the Holocaust and “is remembered as the most decorated unit for its size and length of service in the history of the US military.” These men went on to serve their country while leaving behind families who had been incarcerated, an irony not lost on many servicemen.

此外，第 442 团战斗队是一支种族隔离的日裔美国人部队，在大屠杀期间从集中营中解放了囚犯，并且“因其规模和服役年限而被人们铭记为美国军队历史上获得勋章最多的部队”。这些人继续为国家服务，同时留下了被监禁的家人，这对许多军人来说是一个讽刺。

Teachers can also help students understand World War II’s significant impact on geopolitics and migration in Asia, as well as how this led to future military conflict for Americans and migration for many AAPI peoples.

教师还可以帮助学生了解第二次世界大战对亚洲地缘政治和移民的重大影响，以及这如何导致美国人未来的军事冲突和许多亚太裔人民的移民。

For example, Vietnam was a French colony called “Indochina” that was invaded by the Japanese in 1940.

例如，越南是一个被称为“印度支那”的法国殖民地，于 1940 年被日本侵略。

Initially, the Japanese allowed French colonial powers to remain but, in 1945, they initiated a swift military takeover to oust the French.

最初，日本允许法国殖民势力留下，但在 1945 年，他们迅速发起军事接管，驱逐了法国。

In this article, you can read about how the US Office of Strategic Services (OSS) “reached out to a Vietnamese man who had drawn positive attention from the Fourteenth Air Force the previous year when he escorted a downed American pilot out of Vietnam and into China.” Thus began a collaboration between the OSS and Ho Chi Minh, eventual leader of the Vietnamese Communist Party and the first president of Vietnam.

在本文中，您可以了解美国战略服务办公室 (OSS) 如何“联系一名越南男子，该男子去年护送一名被击落的美国飞行员离开越南进入中国，引起了第十四空军的积极关注”。由此开始了战略情报局与越南共产党最终领导人和越南第一任主席胡志明之间的合作。

This wartime relationship demonstrates how alliances formed during World War II shifted to Cold War tensions that contributed to the war in Vietnam and, consequentially, waves of immigration to the United States, which is now home to more than 2.3 million Vietnamese Americans.

这种战时关系表明，二战期间形成的联盟如何转变为冷战紧张局势，从而引发了越南战争，并因此引发了移民潮涌入美国，目前美国有超过 230 万越南裔美国人。

This is an example of the student-facing Continuity and Change Over Time (CCOT) Tool developed by the OER Project to help students process complex events in social studies over time.

这是 OER 项目开发的面向学生的连续性和随时间变化 (CCOT) 工具的示例，该工具旨在帮助学生随着时间的推移处理社会研究中的复杂事件。

Using the Continuity and Change Over Time (CCOT) tool from the Open Educational Resources (OER) Project is a fantastic way for teachers to scaffold student thinking processes about complex topics over time.

对于教师来说，使用开放教育资源 (OER) 项目中的连续性和随时间变化 (CCOT) 工具是一种很好的方法，可以帮助学生随时间推移对复杂主题的思考过程。

This tool encourages students to use a scatterplot chart to map how events promote continuity or change on the x-axis and to think about how the impacts are positive or negative on the y-axis.

该工具鼓励学生使用散点图在 x 轴上绘制事件如何促进连续性或变化，并在 y 轴上思考影响如何是积极的或消极的。

For this topic, teachers could ask students to think about milestone events in the migration and citizenship status of AAPI Americans to understand how this topic evolved during World War II.

对于这个话题，教师可以要求学生思考亚裔美国人的移民和公民身份方面的里程碑事件，以了解这个话题在二战期间是如何演变的。

Teachers should make sure students understand Supreme Court cases like Wong Kim Ark, Korematsu, and Ozawa as well as legislation like the Immigration Acts of 1917 and 1924 and the McCarran-Walter Act of 1952, which provided a path to immigration to the United States for AAPI refugees and orphans.

教师应确保学生了解最高法院的案件，例如黄金德案、是松案和小泽案，以及 1917 年和 1924 年的《移民法》以及 1952 年的《麦卡伦-沃尔特法》等立法，该法为亚裔美国人难民和孤儿提供了移民美国的途径。

Alternatively, students could consider how boundaries and political control in specific or various regions changed from the 1930s into the 1950s to understand the impacts of both Japanese occupation in World War II and the enduring impacts of Allied victory.

或者，学生可以考虑特定或不同地区的边界和政治控制从 1930 年代到 1950 年代如何变化，以了解二战中日本占领的影响以及盟军胜利的持久影响。

For this use, students could consider how shifts from colonial power to Japanese occupation and then to self-governance occurred in various parts of East and South Asia.

为此，学生可以考虑东亚和南亚不同地区如何从殖民权力转变为日本占领，然后转向自治。

OER also offers this specific lesson that centers around a CCOT tool and asks students to track how global change occurred between World War II and the onset of the Cold War.

OER 还提供了这一以 CCOT 工具为中心的具体课程，并要求学生追踪第二次世界大战和冷战爆发之间全球变化是如何发生的。

Getting students accustomed to using this tool and thinking in terms of continuity and change can help them think about and identify larger patterns and contextualize historical events within larger time periods to understand a complex topic.

让学生习惯使用这个工具并从连续性和变化的角度思考可以帮助他们思考和识别更大的模式，并将更大时间段内的历史事件置于背景中，以理解复杂的主题。

Annie Preziosi is the Curriculum Development Specialist at The National WWII Museum.

Annie Preziosi 是国家二战博物馆的课程开发专家。

In 2009, the US Congress designated October as Filipino American History Month, a monthlong commemoration and appreciation for the Filipino experience throughout American history stretching as far back as 1587.

2009 年，美国国会将 10 月指定为菲律宾裔美国人历史月，为期一个月的活动旨在纪念和欣赏自 1587 年以来的整个美国历史上菲律宾人的经历。

Japanese Americans faced different circumstances in Hawaii following the Pearl Harbor attack than those of their counterparts on the mainland, but still experienced discrimination.

珍珠港事件后，日裔美国人在夏威夷面临着与大陆同胞不同的处境，但仍然遭受歧视。

Arthur and Estelle Ishigo navigated post-WWII life in California as an interracial couple after leaving the Heart Mountain “Relocation Center.”

亚瑟和埃斯特尔·石戈离开心山“搬迁中心”后，作为一对跨种族夫妇在加利福尼亚州度过了二战后的生活。

The Civil Liberties Act of 1988 gave surviving Japanese Americans reparations and a formal apology by President Reagan for their incarceration during World War II.

1988 年的《公民自由法案》为幸存的日裔美国人提供了赔偿，里根总统也为他们在二战期间被监禁做出了正式道歉。

But its passage did not happen overnight.

但它的通过并不是一夜之间发生的。

The Japanese Americans who served in Company B of the 1800th should be remembered for their courage and dedication.

在 1800 团 B 连服役的日裔美国人应该因其勇气和奉献精神而被铭记。

Soldiers and Marines urged fellow Americans to fight against anti-Japanese American racism at home as they were fighting for democracy overseas.

士兵和海军陆战队员敦促美国同胞在海外争取民主的同时，在国内与反日裔美国种族主义作斗争。

World War II shaped the culinary experiences of Japanese Americans in incarceration camps.

第二次世界大战塑造了日裔美国人在监禁营中的烹饪经历。

In WWII’s aftermath, July 4 also became Independence Day for the Philippines in 1946.

二战结束后，7 月 4 日也成为 1946 年菲律宾的独立日。

945 Magazine Street, New Orleans, LA 70130 info@nationalww2museum.org 504-528-1944

945 Magazine Street, 新奥尔良, LA 70130 info@nationalww2museum.org 504-528-1944