Like many Korean American children, my Saturday mornings growing up consisted of a reluctant drive to Korean school and a subsequent trip to the Korean market. A day filled with bubbly Korean sounds and characters, Choco-Pie, and tteok-boki would flash past until Monday came around and it was back to flat intonations, Oreos, and bow-tie pasta.

If you asked me then, I would say that I was fairly knowledgeable of my Korean roots. Even though my language skills were never the best, I spent plenty of time with Korean relatives and knew my way around a menu. However, during the four months I attended the Sejong Korea Scholars Program (SKSP), my eyes were opened to the vast complexity and truth of Korea.

Every other week, I connected with incredible students from all over the nation who each offered unique perspectives, opinions, and knowledge. My classmates and I learned the country’s story from its beginning to its present from a multitude of renowned professors from diverse institutions. Dr. HyoJung Jang gave us access to a myriad of college-level resources and challenged us through thought-provoking assignments that were by far the most fulfilling I have ever done.

We learned the history of unique Korean architecture and fashion and the beautiful traditional practices infused into Korean life. We learned how King Sejong, the program’s eponym, created a new alphabet—the same one I had studied on Korean school Saturdays—in order to escape Chinese origins and give further distinction and pride to the Korean people.

However, we spent equivalent time learning about the country’s more unpleasant, bitter chapters. We studied how Korean society tends to measure the validity of a person’s “Koreanness” in terms of their race—the plague of ethnic nationalism. When we were given the freedom to explore any aspect of Korean history for our final research paper, I chose to research comfort women, the system of sexual slavery instituted by Japan during the occupation. In my studies, I investigated how deeply systemic misogyny runs in the cultures of both Korea and Japan, but also discovered the immense strength and anger portrayed by Korean citizens’ more recent protests of the Japanese government’s denials, revealing an important evolution in Korean culture.

Learning these difficult things gave depth to my comprehension of Korea: in order to truly understand the essence and culture of a country, it is also important to face the hard-to-swallow pieces of its history, its being, and its future. After completing the course, I became inspired to provide similar opportunities to my peers. I’m currently working on creating an in-person, day-long forum to help teenagers realize a similar depth of knowledge of Korea.

Taking SKSP transformed my perspective on life and my ambitions for the future. This program has sparked my desire to build a new relationship with Korean culture in college and beyond so that I can gain a deeper understanding of myself, my heritage, and my connections with the world.

This article is a continuation of a series on FSA photographs by Marion Post Wolcott documenting the lives of Americans during the Great Depression and New Deal policies established to provide relief to the country’s most impoverished farmers. Discussion questions for educators relating to agricultural migrant workers during this time and also today follow at the end.

Imagine millions of Americans losing their jobs, wages, homes, or farms almost simultaneously, including hundreds of thousands forced by desperation to pack up their cars or jump on a train, abandon their homes and community roots, and steer hopefully toward a better life elsewhere. This massive human migration is one of the hallmarks of the Great Depression.

A multitude of worldwide pressures contributed to the country’s economic disaster. Both a global and national recession triggered the stock market crash of 1929, bank closures, plummeting wages, and nearly 25 percent unemployment of the nation’s workforce. By 1933, almost 45 percent of farms faced foreclosure. Many Americans lost their life savings and were left destitute. Farmers in the Great Plains squeezed their soil dry, already depleted from decades of intensive farming, to compensate for market price drops in crops through mechanization, cultivation of more land, and overextended investments. On the brink of survival, they were struck by a long drought which generated dust storms across the parched plains, destroying farms, leaving over half a million Americans homeless, and causing a migration of nearly three million people out of the American Midwest.

Joining the farmers escaping the Dust Bowl and unemployed workers from the city were millions of tenant farmers and sharecroppers in the largely rural South where more than 80 percent of Black Americans lived and faced deep poverty, Jim Crow laws, and slavery’s legacy. Americans of diverse races and classes, many accustomed to modern conveniences such as electricity and indoor plumbing and others stuck in impoverished cycles, headed toward the milder climates of states such as California and Florida to seek farm work, long growing seasons, a variety of crops, and staggered harvests. As they converged on relatively productive land, often they still were faced with a struggle to find opportunities amid overburdened infrastructure. Labor exceeded jobs, which further reduced wages. Traveling from crop to crop, they lived in shantytowns, squalid camps, and primitive shelters—conditions that exacerbated discriminatory attitudes toward migrant workers, and added to social frictions and the trauma of dislocation.

Child of Migrant Family in Front of Shack, Florida, 1939, by Marion Post Wolcott; photo courtesy Carey Moncaster

A New Deal for the American People
Inaugurated into this national upheaval in 1933, President Roosevelt swiftly put his New Deal into action—a comprehensive and innovative program of economic recovery. The “Three R’s” focused on relief for the unemployed and impoverished, recovery of the economy, and reform of the financial system to prevent a repeat depression. The government launched numerous federal agencies and programs to provide critical relief to the displaced American workforce and agricultural communities.

The Farm Security Administration, in particular, resettled poor migrants on productive land, building entire communities, cooperatives, schools, and residential camps with running water and sanitary conditions. Agricultural workers were helped to buy equipment, sell crops, manage debt, and purchase farms. It also provided safe spaces away from discrimination where migrants could engage in cultural and recreational activities and rekindle a sense of stability.

The New Deal signified a new relationship between the American people and their government by taking on a larger role and many new responsibilities for the welfare of the American people. The government’s involvement in such affairs was unprecedented. Agencies such as the CCC (Civilian Conservation Corps), FDIC (Federal Deposit Insurance Corporation), SEC (Securities and Exchange Commission), and Social Security Administration were established in this era. Critics complained that the programs went too far, or not far enough, to protect the wellbeing of American citizens. As New Deal programs changed the political, social, and economic landscape of the United States, the government attempted to provide relief in ways that didn’t compromise the values, pride, and work ethic of the American people. Many of these themes remain a common thread in domestic political discourse today.

Farm Security Administration (FSA) Photography
To defend and promote the resettlement projects, the FSA hired photographers to document rural poverty, publicize governmental efforts to alleviate it, and galvanize political support for Congressional funding. The FSA photographers recorded the human toll and ecological plight of the Great Depression and its aftermath. Between 1935 and 1944, they took over 175,000 images of life during this time of despair, relocation, and recovery, enabling Americans not only to imagine but also clearly visualize this profound period of American history.

The scourge of the Depression continued until 1941 when the United States entered World War II, the national economy ramped up with the defense industry, and Americans enlisted in the military. As a result of New Deal programs, many of the migrant workers put down roots in their new communities.

Discussion Questions

1. Look at the two FSA photos included in this article. What details do you notice? What conclusions can be drawn? What do you think prompted the photographer to take these particular pictures? How do you think images such as these helped stir public support for New Deal programs?
    
2. How do you distinguish between impartial documentation and political propaganda? How do a photographer’s biases and assumptions influence a photograph? Can you think of a current example of a press image that could be used to influence the public’s view on an event or issue?
    
3. What do you think might happen if federal agencies such as the Social Security Administration and the FDIC didn’t exist today? What role does the government have in protecting the basic welfare and safety of its citizens?
    
4. How have the living conditions of agricultural migrant workers in the United States improved since the 1930s? Starting in the early 1960s, farm workers and their leaders organized a series of marches, national consumer boycotts, and fasts that attracted national headlines publicizing the working conditions of farm workers. They ultimately established the United Farm Workers of America, the nation’s first enduring and largest farm workers’ union. What are some of the issues on which the UFW continues to focus its activism today?
    
5. Created by executive order following the United States’ entrance into World War II, the Bracero Program (1942–1964) brought millions of Mexican guest workers to the United States. Braceros were contracted to fill labor shortages in low-paying agricultural jobs needing to be filled as American farm laborers enlisted in the military and factory jobs and those of Japanese descent were forced into war “relocation camps.” Farm workers already living in the United States were concerned that braceros would compete for jobs and lower wages as, desperate for work, braceros were willing to endure working conditions increasingly scorned by American workers. What do you think are the pros and cons of this program, and how do you think its legacy influences the United States today? How important is immigration to the U.S. economy and national security? How have the rich and diverse cultures of immigrant farm workers influenced American life?
    
6. The mechanization of farm work contributed toward both the consolidation of small farms and displacement of agricultural jobs. Today, a discussion around the impact of artificial intelligence (AI) on the workforce continues to raise similar concerns in agriculture as well as other sectors. What do you think are some pros and cons of this technological development?
    
7. According to national reports from the U.S. Department of Agriculture and the U.S. Department of Labor, an estimated 2 to 3 million migratory and seasonal agricultural workers live in the United States. Why do you think the majority of these agricultural laborers are from other countries? Do you think discrimination continues to plague these communities, and, if so, why?
    
8. Consider investigating where the fruits and vegetables you eat are harvested and the general background of the farm workers who pick and pack them for sale. The National Center for Farm Workers Health provides a dashboard for research. Can you find additional resources?

Acknowledgements

I would like to acknowledge and thank educators Litza Griffin-Johnson (Mercer Island) and Wendy Ewbank (Seattle) for their discussion of these photographs and the New Deal. Their comments were invaluable and helped to inform the focus of this article.

On August 9, 2022, a virtual award ceremony was held to recognize the 12 honorees of SPICE’s 2021–2022 regional programs in Japan. These students performed at the highest levels in their respective courses. Their names, high schools, and final research project titles appear below.

Stanford e-Fukuoka (Instructor Kasumi Yamashita)

• Kasane Horiuchi (Tochiku High School), “Research on Plastic Bottle Recycling”
• Mihiro Tomomatsu (Hakata Seisho High School), “Break Invisible Barriers. Create the World that Everyone Needs”
   

Stanford e-Hiroshima (Instructor Rylan Sekiguchi)

• Minori Imai (Hiroshima Prefectural Kuremitsuta High School), “All Lives Are Important”
• Yui Miyake, (Hiroshima Prefectural Hiroshima High School), “U.S. Prison System: How the Country’s History of Racial Inequality Drives the High Rate of Incarceration in America”
   

Stanford e-Kawasaki (Instructor Maiko Tamagawa Bacha)

• Sayaka Kiyotomo (Kawasaki High School), “How Can We Improve Junior and Senior High School English Education in Japan?”
• Anne Fukushima (Tachibana High School), “How Are Invisible Disorders Accepted in the United States and Japan?”

Stanford e-Kobe (Instructor Alison Harsch)

• Nonoha Toji (Kobe University Secondary School), “How to Foster Entrepreneurship in School Days: Between U.S. and Japan”
• Cullen Hiroki Morita (Kobe Municipal Fukiai High School), “The Different Work-Life Balance in Japan and America”
   

Stanford e-Oita (Instructor Kasumi Yamashita)

• Rina Imai (Usa High School), “Learn About War and Peace Through the Naval Air Base Bunkers in Oita”
• Yuki Nojiri (Hofu High School), “I Want to Live in the Second House of the Three Little Pigs”

Stanford e-Tottori (Instructor Jonas Edman)

• Sakurako Kano (Tottori Keiai High School), “Being Proactive”
• Yuki Yamane (Tottori Nishi High School), “The Effect of Collectivism and Individualism on Education”
   

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The event began with welcoming remarks by the Honorable Hajime Kishimori, Acting Consul General of Japan in San Francisco, who recognized the students for their impressive academic achievement. “You have demonstrated initiative and dedication to enhancing your understanding of Japan and the United States. I’d like to congratulate all of you.” He also expressed his hope for the students to play an active role in the future of U.S.–Japan relations. “I hope that your experiences have motivated you to consider an international career involving Japan and the United States. I believe the future of Japan–U.S. relations is in the hands of the next generation, and I hope young leaders like you will continue to strengthen our countries’ friendship as we move forward.”

Following Acting Consul General Kishimori’s remarks, each honoree delivered a formal research presentation in English and fielded questions from the audience. Each honoree also received a plaque to recognize their award.

For the instructors, it was a joy to watch the students present the research projects they worked for months to refine. “It’s so rewarding to see their hard work pay off,” commented Stanford e-Kobe Instructor Alison Harsch. “You can’t help but feel proud of them—for their academic accomplishments, but also for the ways they’ve grown as young adults over the course of the program.”

Stanford e-Fukuoka honoree Kasane Horiuchi is a case in point. Thinking back on her experience in the course, she reflected, “At first, I hesitated to speak up in class, but my instructor always encouraged us to be brave and told us that making mistakes was important. Thanks to her encouragement, I was able to talk with my classmates and enjoyed participating in every class. This experience was so important to me.”

SPICE would like to thank its collaborators at the Fukuoka, Hiroshima, Oita, and Tottori Prefectural Boards of Education, Kawasaki City, and Kobe City, who have helped make these regional programs a success. SPICE would also like to thank Fukuoka Governor Seitaro Hattori, Hiroshima Governor Hidehiko Yuzaki, Kawasaki Mayor Norihiko Fukuda, Kobe Mayor Kizo Hisamoto, Oita Governor Katsusada Hirose, and Tottori Governor Shinji Hirai for their continued support of these regional programs.

SPICE’s regional programs are a subset of our local student programs in Japan.

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Stanford e-Entrepreneurship Japan is a partnership between SPICE and NPO e-Entrepreneurship, which is led by Yusuke “Ed” Matsuda and Junna Hagiwara. Stanford e-Entrepreneurship Japan enrolls exceptional high school students from Japan. Top Japanese and American scholars and entrepreneurs provide web-based lectures and engage students in live discussion sessions or “virtual classes” on topics like design thinking, health and welfare, agriculture, environment and energy, and education and technology. The course is offered in English and includes reading assignments, online lectures, discussion board posts, and research projects. Students who successfully complete the course receive a Certificate of Completion from SPICE, Stanford University.

On August 15, 2022, NPO e-Entrepreneurship’s Junna Hagiwara facilitated an online ceremony during which the top two students from the summer 2021 course and the top two students from the fall 2021 were honored. The honorees also gave presentations on their research papers. The honorees and the titles of their research paper topics are:

Summer 2021

• Yamato Obinata, Shibuya Makuhari Senior High School, Chiba; “School Truancy”
• Scott Watanuki, Iolani High School, Honolulu; “A Cost-Effective Solution for Diagnosing Cataracts in Developing Countries”
   

Fall 2021

• Mona Abe, Urawa Akenohoshi Girls’ Senior High School, Saitama Prefecture; “Eliminating Labor Exploitation: Taking an Individual Approach to Ethical Fashion”
• Nahoko Okamoto, Kikuzato High School, Aichi Prefecture; “LGBTQ+ Inclusivity”

Following each presentation, each honoree fielded questions from an audience of teachers, fellow Stanford e-Entrepreneurship Japan students, and members of the SPICE/Stanford community. While listening to their presentations and the Q&A period, Hagiwara noted, “It became clear to me why these four students were chosen as the honorees by their instructors. Stanford e-Entrepreneurship Japan has the objective of empowering students with creative thinking and problem-solving skills with a focus on social innovation to solve global issues. This certainly came through each presentation during the ceremony.”

Instructor Maiko Tamagawa Bacha stated the following about the summer 2021 course. “Throughout the course, the students learned to work together to build a solution for a problem, and I hope that this experience helped them realize that the more different ideas and perspectives they bring in, the more innovative they can be in problem-solving. Both Yamato and Scott not only demonstrated innovation but also excellent leadership in fostering teamwork and collaboration.”

Reflecting on the fall 2021 course, Instructor Irene Bryant noted, “As we navigated another year of the pandemic, I was impressed with how students were able to empathize with their classmates and step up to help one another during challenging times. It was also great to see them apply new skills and improve how they approached each new topic as the course progressed. Mona and Nahoko, our fall honorees, showed exceptional leadership skills and their ability to grasp the importance of empathy really showed in their work.”

The fall 2021 course was generously supported by Noriko & Norman Chen and Andrew & Mako Ogawa. The spring 2022 course was generously supported by the Water Dragon Foundation. Bryant, Bacha, and Hagiwara are grateful to Mitsuhito Ikeda, a senior at International Christian University, who contributed his time to both the fall and spring courses.

Applications open today for the Stanford/SPICE East Asia Seminars for Teachers in Hawai‘i (“Stanford SEAS Hawai‘i”), a free teacher professional development opportunity for Hawai‘i educators who wish to enhance their teaching of East Asia. Offered by the Stanford Program on International and Cross-Cultural Education (SPICE) with the generous support of the Freeman Foundation, Stanford SEAS Hawai‘i will select 25 teachers to participate in a nine-month fellowship from November 2022 to July 2023.

The application form is now live at https://forms.gle/BYZKZnzGY895MknC9. The deadline to apply is October 14, 2022.

This year, all high school teachers across the state are eligible to apply. Selected teachers will strengthen their content knowledge of East Asia by learning from experts in a series of private virtual seminars during the 2022–23 academic year (November–April) and at a culminating three-day in-person teacher institute in Honolulu in July 2023. Throughout the program, participants will explore and examine various aspects of East Asia, U.S.–Asia relations, and the Asian diaspora in the United States, including Hawai‘i. To help support their teaching of East Asia in the classroom, participants will also receive extensive teaching resources and participate in discussions about content and pedagogy.

“We’re extremely excited that we’re able to offer this program for a third year,” remarked program manager Rylan Sekiguchi. “We hope to keep building on the program’s success and continue connecting Hawai‘i teachers with experts at Stanford University, the University of Hawai‘i, and beyond. We can’t wait to start recruiting our next cohort of fellows.”

For more information about Stanford SEAS Hawai‘i, visit the program webpage. To apply, submit the online application by October 14.

To be notified of other professional development opportunities, join SPICE’s email list and follow SPICE on Facebook, Twitter, and Instagram.

In addition to Stanford SEAS Hawai‘i, SPICE offers teacher PD opportunities virtually to teachers nationwide and locally in California to middle school teachers, high school teachers, and community college instructors. For more information on those programs, please visit the webpages below.

• East Asia Summer Institute for Middle School Teachers
• East Asia Summer Institute for High School Teachers
• Community College Programs

Stanford e-Fukuoka is an online course for high school students throughout Fukuoka Prefecture in the southwestern island of Kyushu, Japan, that is sponsored by the Fukuoka Prefectural Government. Launched in spring 2022, it is offered by the Stanford Program on International and Cross-Cultural Education (SPICE) in collaboration with the Fukuoka Prefectural Board of Education. SPICE is grateful to Fukuoka Governor Seitaro Hattori whose vision made this course possible. Stanford e-Fukuoka is one of SPICE’s local student programs in Japan. 

Having spent three wonderful years in Fukuoka Prefecture on the Japan Exchange and Teaching (JET) Program after college, I welcomed the opportunity to teach “e-Fukuoka,” Stanford’s online course on U.S.–Japan relations, Sustainable Development Goals (SDGs), and entrepreneurship. In Spring 2022, I had the pleasure of teaching 30 high school students from 16 public and private schools throughout Fukuoka Prefecture.

For the inaugural course, I invited the following guest speakers to our virtual classroom:

Yuki Kondo-Shah (former Public Affairs Officer, U.S. Consulate in Fukuoka)
Kondo-Shah introduced students to the concept of “soft power,” coined by political scientist Joseph Nye. Unlike “hard power,” which refers to military or economic might, she described “soft power” as the people-to-people relationships and grassroots student exchanges that enhance communication, deepen cross-cultural understanding, and strengthen U.S.–Japan relations. “Soft power” at times calls for engagement based on empathy and empowerment.

Miwa Seki (General Partner of MPower Partners)
Seki’s venture capital fund, MPower, is Japan’s first Environmental, Social, Governance (ESG)-focused global venture capital (VC) fund. Seki, a Co-founder of the women-led VC fund, explained that even young entrepreneurs of global start-ups need resources to launch their businesses and that VCs like MPower provide them with this funding. Born and raised in Fukuoka, Seki showed students how she countered adversity at various stages of her career by “becoming the solution.”

Fred Katayama (former anchor and producer at Reuters; Executive Vice-President of the U.S.-Japan Council in Washington, DC)
Katayama shared his family’s transnational migration from Fukuoka to Hawaii and Los Angeles, and later to Belem (Brazil). He also traced his family’s wartime incarceration at Tule Lake (CA) and Gila River (AZ). Katayama reflected on his early struggles with his Japanese American identity. He explained that despite the discrimination that he experienced, the role models from his youth encouraged his pursuit of an international career in journalism.

Jan Johnson (owner of the Panama Hotel in Seattle; recipient of the Japanese Foreign Minister’s Commendation)
Johnson grew more conscious of the need to preserve the history of buildings like the Panama Hotel (designed by a Japanese immigrant) after traveling to Italy in her youth. She challenged gender bias to purchase the building. She saw the importance of preserving a historic building and its sustainable practices before anyone else saw the value in doing so.

Each speaker shared their personal and professional journeys between and beyond the United States and Japan. They contextualized and localized the broad concepts of diplomacy, global finance, journalism, and immigration, respectively. Finally, they allowed students to see that these ideas are not foreign but rather are relevant to our everyday lives.

As a final project, each of the Stanford e-Fukuoka students identified a sustainability-related issue in their community that was meaningful to them. They conducted fieldwork and interviewed individuals engaged in the topic. They explored how their topics related to the global world around them and how they could make a difference through a change in perception, education, or innovation.

The two honorees from this year’s Stanford e-Fukuoka cohort are:

Kasane Horiuchi (Tochiku High School, Kita-Kyushu City)
Kasane explored recycling challenges at her high school and offered potential solutions that students can make to enhance conventional “reduce, reuse, and recycle” processes. She proposed the QR-coding of plastic bottles, suggested transparent collection bins, and looked into incentivizing sustainability through gamification.  

Mihiro Tomomatsu (Hakata Seisho High School, Munakata City)
Mihiro shared her mental health challenges and discussed the resulting discrimination and disruption of education that she endured. She suggested thoughtful ways to dismantle the stigma surrounding mental illness through empathetic, peer-based interventions. Mihiro encourages awareness and the creation of a culture of compassion that is sustained through mutual responsibility.

Students joined Stanford e-Fukuoka with varying degrees of English communication abilities. Yet each week, as they became more brave, they expressed their opinions through their writing, shared their thoughts in class discussions, and grew comfortable making mistakes. Students were especially inspired by the stories of personal struggle and resilience among our distinguished guest speakers. By openly discussing their vulnerabilities alongside their strengths, the speakers connected with the students. The presenters showed these high school students how we are more alike than different. No doubt, this was “soft power” at work.

I’d like to thank Chie Inuzuka (Director, Fukuoka American Center) for her positivity and support on the other side of my virtual classroom. I look forward to continue working together to create a meaningful learning experience for our Stanford e-Fukuoka students.

In 2022 SPICE launched the Stanford e-Fukuoka program, a new online course offered to high school students across Fukuoka Prefecture in Japan. Stanford e-Fukuoka’s main themes revolve around U.S.–Japan relations, the UN Sustainable Development Goals, and entrepreneurship. In the course, students engage in discussions with speakers on topics such as Japanese immigration to the United States, the historical preservation of cultural sites, and media representations of ethnicity.

Stanford e-Fukuoka is the latest of SPICE’s growing number of local student programs in Japan, which include other regional programs such as Stanford e-Hiroshima, Stanford e-Kawasaki, Stanford e-Kobe, Stanford e-Oita, and Stanford e-Tottori. These online courses are a collaboration between SPICE and local government and school officials in Japan and challenge students to think critically about global themes related to U.S. society and culture and U.S.–Japan relations.

The inaugural session of Stanford e-Fukuoka recently came to a close, and two students have been selected to be recognized as honorees for their outstanding performance in the course. Congratulations to the 2022 Stanford e-Fukuoka honorees on their excellent academic achievement!

Student Honoree: Kasane Horiuchi
School:  Tochiku High School
Project Title: Research on Plastic Bottle Recycling

Student Honoree: Mihiro Tomomatsu
School:  Hakata Seisho High School
Project Title: Break Invisible Barriers. Create the World that Everyone Needs

These students will be honored at a virtual event hosted by SPICE, Stanford University, this week. During the ceremony they will also make a formal presentation to members of the Stanford community, the Consulate General of Japan in San Francisco, and the Japanese community in the San Francisco Bay Area.

SPICE also offers national online courses to Japanese high school students (Stanford e-Japan), to Chinese high school students (Stanford e-China), and to U.S. high school students on Japan (Reischauer Scholars Program), China (China Scholars Program), and Korea (Sejong Korea Scholars Program).

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After the end of World War II, more than 45,000 young Japanese women married American GIs and came to the United States to embark upon new lives among strangers. The mother of Kathryn Tolbert, a former long-time journalist with The Washington Post, was one of them.

Kathryn noted, “I knew there was a story in my mother’s journey from war-time Japan to an upstate New York poultry farm. In order to tell it, I teamed up with journalists Lucy Craft and Karen Kasmauski, whose mothers were also Japanese war brides, to make a short documentary film through a mother-daughter lens. Fall Seven Times, Get Up Eight: The Japanese War Brides was released in August 2015 and premiered on BBC World Television. To show the experiences of many more women like our mothers, I spent a year traveling the country to record interviews, funded by a Time Out grant from Vassar College, my alma mater.”

The Japanese War Brides Oral History Archive is the result of her interviews. The Oral History Archive documents an important chapter of U.S. immigration history that is largely unknown and usually left out of the broader Japanese American experience. In these oral histories, Japanese immigrant women reflect on their lives in postwar Japan, their journeys across the Pacific, and their experiences living in the United States.

SPICE developed five lessons for the Japanese War Brides Oral History Archive that suggest ways for teachers to engage their students with the broad themes that emerge from the individual experiences of Japanese war brides. The lessons are: (1) Setting the Context; (2) Japanese Immigration to the United States; (3) The Transmission of Culture; (4) Notions of Identity; and (5) Conflict and Its Analysis. SPICE also developed a teacher’s guide for the film, Fall Seven Times, Get Up Eight: The Japanese War Brides, that helps teachers set the context for the film and provides guided viewing activities and debriefing activities. The lessons and teacher’s guide can be found at the webpage below.