The data on this page was compiled from keyword, internment and/or Japanese, searches within the Social Studies Standards of each of the 50 state’s Departments of Education.  

There are 37 states whose Social Studies Standards do not refer to the internment of German Americans in the United States during World War II.  

The Social Studies Standards of only 10 states make no mention of Japanese American internment, they are:  NE, FL, ME, OR, WA, ND, AL, WY, WV, and MT.  Should a reader find Social Studies Standards for any of these 10 states that include reference to Japanese American or Euro Americans internment please notify the author.    

The Social Studies Standards of only 3 states, Missouri, Maryland and California, references go beyond Japanese American internment.  Missouri mentions “aliens;” Maryland contains a link to German American internment camps, as well as to Japanese American camps; and California refers to restrictions placed upon German and Italian aliens. 

This research continues and as additional information becomes available this page will be updated accordingly.  July 22, 2003

Research results follow:

Iowa -Ames School District Iowa --76. Relate the constitutional implications of Japanese internment.  83. Investigate the discrimination imposed upon minorities during the war, particularly the segregation that continued in military units and the internment of the Japanese Americans.

New Jersey: Overview. As we study history, we see outstanding examples of groups, usually smaller groups within the larger population, which meet adversity and rise above it. There are many examples of this phenomenon in modern history. Students will have some knowledge of apartheid, slavery, Holocaust, other examples of anti-Semitism, other genocides, the Trail of Tears, and the internment of Japanese-Americans during World War II. For each of these tragic events, there have been members of those groups who have risen about adversity to craft proud achievements for their group. The study of such triumphs teaches students the importance of reliance on the groups to which one belongs and the need for each of us to work for the improvement of our group and for the larger population as well. <htp://>


In addition, New Jersey uses material (books/videos) published about Japanese American internment


Utah -- Identify the impact of World War II on minority groups in America. <>

Colorado - No discussion of Japanese Americans in standards; but does refer to History Sources such as: PBS Online : Conscience and the Constitution
Discover "...the heart of the Japanese American conscience and a controversy that continues today. Experience the choice faced by any group when confronted by mass injustice -- whether to comply or to resist." The page look at civil disobedience by a small nunmer [sic] of young Americans who refused to be drafted from an American concentration camp who were prepared to fight for their country when their rights as U.S. citizens were granted and their families released from camps. <> provides a link to “History/Social Studies for K-12 Teachers

Nebraska - No discussion of Japanese Americans in Social Studies standards

New Mexico only mentions internment camps--no ethnicity


Texas mentions the internment of Japanese Americans in the High School standard <>


Kansas makes mentions of Japanese American internment/relocation in its standard. <>


Missouri--does mentions Aliens along with Japanese Americans.  See (2.3) Native-American Indians throughout the history of the United States, or Japanese-American citizens and aliens during World War II).



Arizona - PO 2. events on the home front to support the war effort, including war bond drives, the mobilization of the war industry, women and minorities in the work force, including Rosie the Riveter; the internment of Japanese-Americans, including the camps in Poston and on the Gila River Indian Reservation, Arizona



California - Discuss the constitutional issues and impact of events on the U.S. home front, including

the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; …<>


New York - undertake case studies to research violations of basic civil and human rights and case studies of genocide. Use examples from United States, New York State, and world history. Case studies might include chattel slavery and the Nazi Holocaust. Other civil and human rights violations might focus on the mass starvation in Ireland (1845-50), the forced relocation of Native American Indians, and the internment of Japanese Americans during World War II. <>


Virginia - VUS.11 The student will demonstrate knowledge of the effects of World War II on the home front by

a) explaining how the United States mobilized its economic, human, and military resources;

b) describing the contributions of women and minorities to the war effort;

c) explaining the internment of Japanese Americans during the war;

d) describing the role of media and communications in the war effort.



Indians forced to leave their homes and move west. <>


Tennessee - Advance placement 28. The Second World War

A. Organizing for war

1. Mobilizing production

2. Propaganda

3. Internment of Japanese Americans


A test question:

23. Which of the following is true of the forced relocation of Japanese

Americans from the West Coast during the Second World War?

(A) President Roosevelt claimed that military necessity justified the action.

(B) The Supreme Court immediately declared the action unconstitutional.

(C) The relocation was implemented according to congressional provisions

for the internment of dissidents.

(D) The Japanese Americans received the same treatment as that

accorded German Americans and Italian Americans.

(E) Few of those relocated were actually United States citizens.


Florida - Nothing found --- standards shown on line are quite brief..


North Carolina  - Documents and Photographs Related to Japanese Relocation During World War II - grades 9-12



Kentucky - participate in simulations that demonstrate ways events and experiences have been interpreted. Limit the ability of certain students to function within the room and make comparisons with the treatment of Japanese-Americans in World War II. Write personal essays expressing emotions as their freedoms were limited. Technology enhanced report of her findings to share with her class



examine changes in civil rights in America after WW II. Investigate important events (e.g., Japanese internment),


Arkansas - Guilty by Reason of Race. Producer/Distributor: NBC Educational Enterprises, New York, 1972. This is an award-winning TV documentary film about the problems of Japanese Americans during and after World War II.

Hispanic America. Producer/Distributor: Carousel Films, Inc., New York. This 13 minute color film deals with the nation's fastest growing ethnic minority. <>


Oklahoma - 3. Evaluate the impact of preparation and mobilization for war, including the internment policies and their effects (e.g., Korematsu v. United States).



Ohio -11. Analyze the impact of U.S. participation in World War II

with emphasis on:

a. Events on the home front to support the war effort, including industrial mobilization, women and minorities in the workforce;

b. The internment of Japanese-Americans.



Massachusetts - d. the internment of West Coast Japanese-Americans in the U.S. and Canada



Maine - did not find discussion of Japanese Americans in the Social Study standards


Vermont -  Overview of Lesson Plan: In this lesson, students examine the causes and effects of the internment of 120,000 Japanese-Americans during World War II. Students develop research questions examining the historic, legal and psychological impacts of the internment camps. They then investigate the answers through a focused research project with the results of their research becoming part of a class-wide exhibit on this tragedy in American history  Review the Academic Content Standards related to this lesson.  The Department Education site of Vermont points to this link as a source for Social Studies.



Illinois - Analyze the causes and effects of when national interests have called for the limitation or restriction of civil rights (e.g., internment of Japanese Americans during World War II).




Oregon - did not find discussion of Japanese Americans in the Social Study standards


Washington - did not find discussion of Japanese Americans in the Social Study standards


Nevada -  internment camps: detention/relocation camps established primarily for persons of Japanese descent in the United States during World War II



Wisconsin - The information suggests that Japanese-American children

A attended schools segregated by gender

B were spared internment with their parents

C considered themselves United States citizens

Children shown saluting The American flag shortly before the internment of Japanese Americans, 1942



North Dakota - did not find discussion of Japanese Americans in the Social Study standards


South Dakota - has many avenues that you can go off on to find standards, including NCSS, and WebQuest (as we know WebQuest has many stories on Japanese American internment.  Does not mention Japanese Americans specifically in its standards….


Idaho- 2. Identify the tensions associated with the definitions of American democracy in the Red Scare, the Bonus March, the Ku Klux Klan, the role of government in economic crisis and the Japanese internment.


13. Introduce Japanese Internment with a “suitcase activity”. Distribute a one-page outline of a suitcase and ask each student to “fill” it with what he/she wants to take on a trip. When each student has finished, hand out another “suitcase” and tell the class that they are going for a year or so and may have no home when they return. Have each student fill the suitcase again and compare the contents of the two. Discuss what the differences are.



Minnesota - Japanese American internment camps

<> See item number 2.


Delaware -  Yes, unable to download the words…but here is the link



Rhode Island - Theatre Expresso (The Confession of Ann Putnam- an accuser in the Salem witch craft trials; Lincoln’s Final Hope; Reconstructing a Nation; Justice at War: The Story of the Japanese Interment Camps; Julius Caesar: The Last of All the Romans).



Georgia - Step:  5 Duration: 1 class

Divide the class into debate teams. Ask them to debate the following topics: 1. The American government protected the lives of Japanese-Americans during World War II by removing them from the general population on the West coast. 2. President Roosevelt violated the US Constitution when he issued Executive Order 9066 (this was the order to remove Japanese from the West Coast). 3. The detentions of Japanese-Americans on the West Coast were rooted in racism.



Louisiana - GRADE LEVEL: 11

OVERVIEW: Students will gain a sense of historical time and historical perspective as they study the massive campaign that the U.S. government launched to convince Americans to conserve, participate, and sacrifice.

Financing the war, censorship, rationing, patriotic activities (e.g., Victory Gardens, USO, newsreels, war movies), Selective Service, role of women (e.g., Rosie the Riveter), Japanese internment (Nicei), black market, and price controls are United States history key concepts that will be addressed.


1. The learner will describe the effects of the war on the American home front.

2. The learner will identify and describe World War II home front Key Concepts as listed in the Social Studies Teacher’s Guide to Statewide Assessment: Selective Service, financing the war, censorship, rationing,

black market, mobilization (e.g., Office of War Mobilization), role of women (e.g., Rosie the Riveter), Japanese internment (Nicei), price controls, patriotic activities (e.g., Victory Gardens, USO, newsreels, war

movies).  Japanese internment (Nisei), 1942- The government moved 110,000 Japanese Americans to detention centers to camps located in isolated areas of Utah, Wyoming, Arizona, and other unsettled areas of Western states. These camps were surrounded by barbed wire and patrolled by soldiers. They were given menial, low-paying jobs. Detainees were confined there for the remainder of the war.  Many young Japanese American men were able to escape the camps by volunteering for military service. The U.S. army created the 100th Battalion, which consisted of 1,400 Hawaiian Nisei (Japanese American) soldiers. The 100th

were involved in brutal conflict in North Africa and Italy. They became known as <>


My note:  And this from a state to which thousands of German Latin Americans were brought in to the U.S. after being kidnapped in the Latin American republics


Alabama - Homefront

                Women's participation:

                Industry and



                War bonds

                      Japanese internment

    Racial and ethnic tensions in the country

-    Japanese internment

-   Do a keyword (Japanese or Internment) search on this page <>


Mississippi -


Describe the relationship of people, places, and environments through time. (C, H, G, E)



Identify significant people from different minority groups and the contributions they have made in United States history (e.g., Martin Luther King, Jr., Jim Thorpe, Harriet Tubman, etc.).



Analyze the impact minority groups have had on the history of the United States.



Identify and describe the contributions of different minority groups (e.g., art, music, inventions, etc.).



Describe major events that led to civil rights for minority groups.



Examine the interaction of minority groups through time.



Analyze the major events in history that have had an impact on different minority groups (e.g., The Holocaust, Trail of Tears, slavery, etc.).

Although this section does not mention Japanese Americans, I do believe that the story “Trail of  Tears” concerns Japanese Americans.



Alaska -  did not find discussion of Japanese Americans in the Social Study standards


Wyoming -  did not find discussion of Japanese Americans in the Social Study standards


Hawaii - Removal of Japanese Americans.
Students role-play a Japanese American family living in Southern California in the Spring of 1942. After being served with an order to report to processing centers students must consider arrangements to make and articles to take



Michigan - Baseball Saved Us* Ken Mochizuki, 1993: Lee and Low Books, ISBN: 1-880000-19-9

A Japanese American boy learns to play baseball when he and his family are forced to

live in an internment camp during World War II, and his ability to play helps him after the

war is over.


Pennsylvania -   Ethnic and Racial (e.g., internment camps for Japanese Americans, Montgomery

Alabama Bus Boycott, land tensions with Native Americans)



Maryland -  has a history link that links to both Japanese American and German American internment camps!  This link is contained in the URL <>


West Virginia - did not find discussion of Japanese Americans in the Social Study standards


Indiana - USH.5.4 Explain the constitutional significance of the following landmark decisions of the United States Supreme Court: West Virginia State Board of Education v. Barnette (1943), Hirabayashi v. United States (1943), Korematsu v. United States (1944). (Civics and Government; Individuals, Society, and Culture)



South Carolina - Farewell to Manzanar: A True Story of Japanese American Experience During and After the World War II Internment, by Jeanne Wakatsuki Houston, James D. Houston Bantam, 1983.  During World War II a community called Manzanar was hastily created in the high mountain desert country of California, east of the Sierras. Its purpose was to house thousands of Japanese American internees. One of the first families to arrive was the Wakatsukis, who were ordered to leave their fishing business in Long Beach and take with them only the belongings they could carry. For Jeanne Wakatsuki, a seven-year-old child, Manzanar became a way of life in which she struggled and adapted, observed and grew. For her father it was essentially the end of his life.  Linked from the South Carolina Department of Education to: <>


Montana -  did not find discussion of Japanese Americans in the Social Studies standards


District of Columbia - did not find discussion of Japanese Americans in the Social Studies standards


National Council for Social Studies -- 17.0 The multicultural curriculum should help students to view and interpret events, situations, and conflict from diverse ethnic and cultural perspectives and points of view.

Historically, students have been taught to view events, situations, and our national history primarily from the perspectives of mainstream historians and social scientists sympathetic to the dominant groups within our society. The perspectives of other groups have been largely omitted in the school curriculum. The World War II Japanese-American internment and the Indian Removal Act of 1830, for example, are rarely studied from the points of view of interned Japanese Americans or the American

The following was obtained from web site - a key word search on “internment” resulted in the following…




Editors note:  As of February 20, 2005, the hyperlinks shown are not available.






In War, Is Law Silent? Security and Freedom after September 11

... Court is perhaps not as devoted to individual rights, its decisions have shown that freedom of speech is still one right that it holds dear.   Internment of Japanese Americans in World War II The U.S. government took one of the most drastic actions in history aimed at restricting human rights during ... 05/08/02, 36763 bytes | Teachable Moments | Security and Freedom after September 11

... Supreme Court is perhaps not as devoted to individual rights, its decisions have shown that freedom of speech is still one right that it holds dear. Internment of Japanese Americans in World War II The U.S. government took one of the most drastic actions in history aimed at restricting human rights ... , 61345 bytes

Problems of Bias in History Textbooks

... view of American history and our democratic ideals. As an example, in several textbooks, the portrayal of Japanese people and culture prior to the internment of Japanese Americans creates a particular image. The Japanese are described from a military perspective in which the impression is strongly conveyed ... 09/13/01, 20912 bytes

[No title]

... -Civil War and Civil War era. The mind and heart of Edmonia made her a woman of excellence.   1999 Secondary Honor Book LIFE IN A JAPANESE AMERICAN INTERNMENT CAMP By Diane Yancy (San Diego, CA: Lucent Books) Reviewed by Dr. Judy Butler, State University of West Georgia, Carrollton, Georgia This is the ... 09/25/01, 14328 bytes

Social Education Vol. 66 No. 5 pp 2262-269, Alien Enemy Registration During World War

... . Thus, unnaturalized Germans had little choice but to register at a federally appointed facility, such as a post office, or face possible arrest and internment at one of the three designated internment facilities in Georgia and Utah for failure to register. In fact, by October of 1917, more than nine ... , 14273 bytes | Teachable Moments | Terror and Tolerance: lesson plan

... civilians was a serious breach of the democratic principles that we all learn in school. Congress appointed a Commission on Wartime Relocation and Internment of Civilians to investigate the charges. As a result, in 1988, President Ronald Reagan signed a new law, the Civil Liberties Act, which acknowledged ..., 55782 bytes

At Risk of Prejudice: The Arab American Community

: At Risk of Prejudice The Arab American Community   Zeina Azzam Seikaly If they find out that the attackers were Arab, will they put us in internment camps like the Japanese in World War II?” An Arab American boy posed this question to his parents in the wake of the terrorist attacks on September ... 05/08/02, 18210 bytes

More Books Promoting Citizenship in the Upper Elementary and Middle Grades

... 3). Then, read another book like The Children of Topaz (Tunnell and Chilcoat, Holiday House, 1996) to find out other pastimes for the children in the internment camps. 3.The Author's Note at the beginning of the book briefly describes the all-Japanese American Army regiment that fought in Europe. Write ... 09/06/01, 17967 bytes

Social Education Vol. 66 No. 5 pp 270-275, Teaching Tolerance: What Research Tells Us

... panic.”4 But the abnegation of civil liberties in a democracy is a very serious proposition and deserves no less than our full attention. The internment of Japanese Americans in the 1940s and the McCarthy hearings in the 1950s are just two of the periods in recent history during which limitations were ... , 28930 bytes

Eugenics Past and Present Remembering Buck v. Bell

... for what they saw as the problems of inherited criminality, harlotry, mental retardation, and feeblemindedness. One solution was the institutional internment and segregation of people with cognitive or emotional impairments. Another was the prohibition of marriage between people with developmental delays ... 05/08/02, 38562 bytes