1939-1952

Lesson 3: DISPOSSESSION

Landscapes of Injustice tells a story of the loss of home. It is about fear, racism, and measures taken in the name of security that made no one safer. It is also about the resilience of Japanese Canadians confronting injustice.

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A Promise Broken

Using multiple sources and presenting a variety of perspectives, students address the question of why government policy changed from trusteeship to the forced sale of Japanese Canadian owned property. Students will be provided with archival evidence from government bureaucrats, Japanese Canadians, and In-betweens (agents, lawyers, auctioneers, and the media). Students apply evidence gathered from these sources in an attempt to answer two questions:

  1. What were the causes for the change in policy?
  2. Was the decision to change policy made in good faith?

SUGGESTED TIME: 120 MINUTES

Teaching Instructions

  1. Ask students to raise their hands if they ever made a promise [a statement of commitment to do or not do something specific]. Have them keep their hands up if they have kept every promise they have ever made.

    - Discuss what is a promise and what are the elements of a promise?

  2. Post the following statements about promises and tell your students that they will pair up and respond to each statement with agree or disagree. They must be prepared to explain their position:

    - Promises are meant to be broken

    - Never promise what you cannot deliver

    - Some promises are not worth keeping

    - A promise means everything, but once broken sorry means nothing

    - A promise must never be broken

    - If you wish to be a success in the world, promise everything, deliver nothing


    In the debrief highlight the connection between keeping a promise and ethical considerations like trustworthiness, fairness, equity, and keeping one’s word. Discuss how some might interpret a promise like a contract, something that is binding and meant to be complete.
  3. Explain to the students that they will examine the possible causes for the change in federal policy toward Japanese Canadian owned property. Prior to embarking on the activity, it is recommended that you read/review/share Source 3.9 Dispossession Backgrounder. This will provide context and familiarity with names, chronology of events and details about the change in policy toward Japanese Canadian owned property as legislated by Order-in-Council PC 469.

    - Provide student pairs with Handout 3.7 A Promise Broken. This activity will also introduce students to the Historical Thinking Concept Cause and Consequence. Take some time to review the elements of cause and consequence on the front of the handout.

    - Students will use the varied source materials to consider the causes for the decision to move from a policy of trusteeship to the forced sale of property.

    - Provide student pairs with sets of archival material from Sources 3.10–3.18. There are a range of items including government memos, maps, advertisements, newspaper articles, and the minutes from meetings.

    - Review the fishbone diagram from Handout 3.7 A Promise Broken and instruct students to search out three distinct causes by examining the archival materials. The various source documents indicate a variety of possible causes for the change in policy: public opinion in BC, media influence, anti-Asian sentiment, cost of storing and caring for Japanese Canadian property, the legality of forced sales, the desire to claim farm land for the Soldier Settlement Board, government deception, and the perishability of property and goods.

    - Students record a possible cause, using as few words as possible, then record three pieces of evidence from the documents supporting the cause.

    - Students will struggle with this activity and will need guidance in uncovering the evidence within the source materials and learning how to connect evidence to cause. It is recommended that you circulate and check in with the pairs frequently as they break down the sources.

    - Allow at least 45 minutes for this step and then debrief examples from the students. Allow students to add to their understanding by revising their diagrams during the debrief.

  4. After debriefing the fishbone diagram, students are ready to assess the actions of the government.

    - Organize students into groups of 3–5 students, and provide a copy of Handout 3.8 Did the Federal Government Act in Good Faith?.

    - Explain that in this activity they will make an ethical judgment about whether the government acted in good faith.

    - Review the elements of Ethical Judgment and Good Faith outlined in Handout 3.8 Did the Federal Government Act in Good Faith?.

    - Students complete the chart in Handout 3.8 Did the Federal Government Act in Good Faith? by using the sources and information from the fishbone diagram. Each group enters five examples of Sincere/Reasonable/Fair action, then enter this on the chart. Encourage students to use the guiding questions from the handout to aid with this process.

    - Bring the class together as a whole and debrief the activity by discussing these questions:

    1. Were early policies meant to deceive Japanese Canadians and ensure compliance?
    2. Did the racist views of politicians or bureaucrats guide policy making?
    3. Alternatively, were policy decisions a product of a more neutral and paternal approach to caring for Japanese Canadians and their property?
    4. What conflicting pressures were considered in the government’s decision making?
    5. Which voices seem to have carried more weight in the policy change?
    6. What were the competing legal issues that were considered?
  5. Optional Activity: Handout 3.9 Continuum Debate outlines an informal class debate. Students share their viewpoint about the actions of the federal government. Students go through three rounds of debate and adjust their position based on new information and points of view.