Footnotes to Literature:Hotel on the Corner of

Bitter and SweetNovel by Jamie Ford

Ballantine Books, 2009

Footnotes and Student Activities Compiled by Kristin Runyon on Behalf of EIUTPS

Many quotations were identified by Lauren Chappell, Jacqueline Luong, Julia Spencer, and Sarah Ziehm students in Honors English 3 at Charleston High

School, May 2016

Table of ContentsFootnote Page in Novel Type of Source Strategy

1. filial piety 4 encyclopedia entry vocabulary graphic organizer (key concept)

2. traditional vs modern 4 webpage two-column notes (theme)

3. Panama Hotel 6 news articles argumentative paragraph (historical reference)

4. Jazz 13-14 video & photographs retell from different point of view (cultural reference)

5. Adventures of Superman 26-27 images of posters create a propaganda poster (propaganda technique)

6. Nihonmachi/Japantown 29 images of Japantown & Manzanar interview the image (geographical reference)

7. Evacuation notice 124 images & transcripts of flyers poster strategy (historical artifact)

8. Camp Harmony 134-135 photos in internment camps decision-making activity (historical reference)

9. Camp Minidoka, Idaho 197 interviews and magazine article jigsaw activity (historical reference)

10. Canton, China 237 map of China and camps argument writing (geographical reference)

11. Additional resources

For documents not available in Google Docs or Microsoft Word format, many webpages can be converted to PDF documents using www.printfriendly.com

Footnote #1“The Confucian ideal of filial piety—respect and reverence for one’s parents—was a

cultural relic not easily discarded by Henry’s generation”Page 4; Chapter “The Panama Hotel (1986)”

Resource:

Britannica entry for Xiao https://www.britannica.com/topic/xiao-confucianism

Activity:

In small groups, students will complete a Frayer Model vocabulary graphic organizer using BOTH words and images. The activity will conclude with a gallery walk.

Screenshot of Britannica Entry for Xiao

Frayer Model Vocabulary Graphic Organizer

Footnote #2“She needed to be buried, Henry thought, the traditional Chinese way, with food

offerings, longevity blankets, and prayer ceremonies lasting several days—despite Marty’s fit about cremating her. He was so modern”

Page 4; Chapter “The Panama Hotel (1986)”

Resource:

Craig White’s webpage “Literature Courses: Terms/Themes: Modernity/Tradition” (PDF)

http://coursesite.uhcl.edu/HSH/Whitec/terms/M/modtrad.htm

Activity:

Students will create a t-chart to keep track of quotations while reading the entire novel that fit the characteristics, as well as identify the specific characteristic of each quotation. These quotations can then be used as part of a lengthier writing assignment at the end of the novel.

As you read Hotel on the Corner of Bitter and Sweet, copy/cite quotations and note who said them or who they are about that fit these two categories:

Traditional· Handed down/ past as model· Generally accepted customs· Oral/spoken· Subsistence· Local/village

Modern· Mobility· Equality· Future· Literate/written· City and growth

Footnote #3"The new hotel owner explained that in the basement she had discovered the belongings

of thirty-seven Japanese families who she presumed had been persecuted and taken away. Their belongings had been hidden and never recovered--a time capsule from the

war years. Henry stared in silence as a small parade of wooden packing crates and leathery suitcases were hauled upstairs, the crowd marveling at the once-precious items

held within [. . .]. Saved for a happier time that never came."Page 6; Chapter “The Panama Hotel (1986)”

Resources: Three articles about the Panama Hotel and the found suitcases

“In Seattle’s Panama Hotel, Untold Stories of Japanese History Remain” (PDF)http://www.curbed.com/2016/3/25/11305544/in-seattle-s-panama-hotel-untold-

stories-of-japanese-history-remain “Japantown’s Panama Hotel hides a treasure trove of history” (PDF)http://www.seattleglobalist.com/2012/06/06/japantowns-panama-hotel-hides-a-treasure-trove-of-history/1789

“The Panama Hotel opens in Seattle’s Japantown in the summer of 1910” (PDF)http://www.historylink.org/index.cfm?DisplayPage=output.cfm&file_id=9544

Activity:

After reading the three articles, the students will argue for or against the current owner profiting from the items by charging for tours OR argue for putting the items on display or for tracking down the heirs to return the items.

Students will choose their argument, brainstorm for a few minutes, and then create like groups of three students to create/write a cohesive argument.

Groups may share with the class, or groups on opposite sides may present in a debate format.

Footnote #4“[Sheldon] was a polished jazz player, whose poverty had less to do with his

musical ability and more to do with his color. Henry had liked him immediately. Not because they both were outcasts, although if he really thought about it, that might have had a ring of truth—no, he liked him because of his music. Henry didn’t know what jazz was, he knew only that it was something his parents didn’t listen to, and

that made him like it even more.”Page 13-14; Chapter “I am Chinese (1942)”

Resources:

Video modeling the characteristics of jazz music https://youtu.be/5h9644e4uJ0

An 8-page document sharing 28 images from the New Orleans Jazz Museum. These

include images and brief descriptions of musicians, instruments, and performances.

(On the website, scroll down to the bottom, select the “Artifacts” tab, and then

download the PDF)http://nolajazzmuseum.org/

Activity:

After viewing the video and reviewing the artifacts, students will individually write a paragraph describing jazz from the point of view of Henry’s parents by speculating/inferring why Henry’s parents would not listen to jazz using cited textual evidence from both sources.

Footnote #5“While other kids listened to The Adventures of Superman on Mutual Broadcasting

system, Henry did his chores as fast as he could and ran down to the corner of Jackson and Maynard. Oh, sure, he liked the Man of Steel--what twelve-year-old didn’t? But during the war years, the adventures were, well, less than adventurous. Instead of

smashing robots from another planet, the son of Krypton spend his days uncovering fifth columnists and Japanese spy rings, which hardly interested Henry.”

Page 26; Chapter “Nihonmachi (1942)”

Resources:

“The Battle of Europe Within the Pages of Superman Comics” (PDF)http://www.supermanhomepage.com/comics/comics.php?topic=articles/supes-war

Webpage of 22 superhero comic book covers from the early 1940shttp://www.ufunk.net/en/insolite/propaganda-in-american-comics-of-wwii/

World War II Propaganda Posters from the Library of Congress:

“The More Women at Work”https://lccn.loc.gov/95504675

“Alaska--Death Trap for Japanese”https://lccn.loc.gov/98510121

“Soldiers without Guns”https://lccn.loc.gov/2002719121

“This soldier drives the Japanese from China’s fields and hills”https://lccn.loc.gov/2015646606

Activity:

After examining the comic book covers and the World War II posters to identify characteristics of wartime propaganda, in groups of 2-3, students will create a propaganda poster for a current news topic. Students may use pictures from magazines or may draw original pictures.

Once completed, the groups will compose a paragraph explaining the choice of images, text, placement on the poster, and identify how these fit the characteristics of propaganda.

“The More Women at Work”

“Alaska-- Death Trap for Japanese”

“Soldiers without Guns”

“This soldier drives the Japanese from China’s fields and hills”

Footnote #6“Henry practiced the Japanese words, saying them over and over as he kept walking--until the faces turned from black to white to Japanese. Japantown [Nihonmachi] was

bigger than Henry realized – at least four times the size of Chinatown [. . .] There were Japanese banks, barbers, tailors, even dentists and newspaper publishers. The glowing

neon signs still flashed by day, paper lanterns hung outside the stoop of each apartment dwelling, while small children pitched baseball cards of their favorite Japanese teams.”

Page 29; Chapter “Nihonmachi (1942)”

Resources: 4 images--2 of Nihonmachi/Japantown; 2 of Manzanar internment camp

“History of Nihonmachi” (hand-drawn map)http://exposedphotocontest.com/exposed-japantown/

“Boarded up stores on Sixth Avenue South in Seattle’s Japantown, early 1942”http://encyclopedia.densho.org/International%20District/

“Manzanar Street Scene”https://lccn.loc.gov/2002695967

“Thousands of Japanese Americans were interned at the camp in Manzanar, California”

http://www.americaslibrary.gov/aa/lange/aa_lange_relocation_2_e.html

Activity:

Interview the Image--based on “Lesson 8” Texts and Lessons: For Content-Area Writing by Nancy Steinke and Harvey Daniels.

After sharing all four images as a whole class, in pairs have students choose one image to interview. Pairs should make a list of questions to ask the people in the image or who would have lived in that location. Come up with ten to twelve questions; both partners should write down the list of questions.

Then as a whole class, each pair should share one question to make a master list of questions. Eliminate or rephrase any questions that have one-word answers. Then have students individually choose one question to research in a mini-inquiry. Students should be allowed to use a device for ten minutes to do a quick investigation. Students should report out their findings in a first-person point of view narrative. It could be in paragraph form, in a presentation form, speech bubble with image, or mock interview.

“Boarded up stores on Sixth Avenue South in Seattle’s Japantown, early 1942”

“History of Nihonmachi”

“Manzanar Street Scene”

“Thousands of Japanese Americans were interned at the camp in Manzanar, California”

Footnote #7

"Henry looked at the paper in Keiko's hand. The bold type screamed: INSTRUCTIONS TO ALL PERSONS OF JAPANESE ANCESTRY. It was all about Japanese families being forced to

evacuate, for their own safety. They had only a few days and could bring next to nothing--only what they could carry. At the bottom, it was signed by the president of the

United States and the secretary of war.”Page 124; Chapter “Parents (1942)”

Resources: Lt. General John DeWitt’s recommendation for internment (PDF)http://www.sfmuseum.org/war/dewitt4.html

“Civilian Exclusion Order #5”http://www.loc.gov/pictures/item/2001705937/

“Executive Order 9066” (3 images for entire transcript)http://amhistory.si.edu/perfectunion/collection/image.asp?ID=606http://amhistory.si.edu/perfectunion/collection/image.asp?ID=607http://amhistory.si.edu/perfectunion/collection/image.asp?ID=608

“Instructions to all persons of Japanese Ancestry” (PDF)http://amhistory.si.edu/perfectunion/collection/image.asp?ID=608

“Loyalty Questionnaire” (PDF)

http://www.intimeandplace.org/Japanese%20Internment/reading/loyaltyquestions.html#

Activity:

Poster Strategy--based on “Strategy 7” in Reading Nonfiction: Notice & Note by Kylene Beers and Robert Probst

Affix each image to a poster board or large butcher paper. In small groups of 3-4, students will react silently to the documents creating the internment camps. After writing their own reactions, students should continue the silent conversation within their own groups by responding to one another. After no more than 10 minutes, posters will be hung around the classroom, and students will respond to the other documents via gallery walk and adding to the conversations.

“Civilian Exclusion Order #5”

“Executive Order 9066” (page 1)

“Executive Order 9066” (page 2)

“Executive Order 9066” (page 3)

Footnote #8

"We only know they're taking us to a temporary relocation center—called Camp Harmony. It’s at the Puyallup Fairgrounds, about two hours to the south. From

there. . .we don’t know, we haven’t been told."Page 134-135; Chapter “Better Them Than Us (1942)”

“[S]igns in many shopwindows read ‘Go home Japs!” The signs were grim reminders that Camp Harmony was no summer camp. [. . .] And he noticed that towers near the fence

line. Even from a distance he could see the soldiers and their machine guns. Their dormant searchlights were aiming at the barren ground below. Henry didn’t need to see

the sign about the barbed-wire guard gate. This was Camp Harmony.”Page 153; Chapter “Camp Harmony (1942)”

Resources: 4 images

“Residents of Japanese ancestry awaiting the bus”http://www.loc.gov/exhibits/wcf/images/wcf090a.jpg

“Japanese-American evacuees”http://www.loc.gov/exhibits/wcf/images/wcf089a.jpg

“An early comer”http://www.loc.gov/exhibits/wcf/images/wcf091.jpg

“Tojo Miatake Family, Manzanar Relocation Center”http://www.loc.gov/pictures/item/2002695405/

Activity:

Students will complete “A More Perfect Union: Classroom Activity 2” from the Smithsonian National Museum of American History http://amhistory.si.edu/perfectunion/resources/activity2.html

Students will review notices from “Footnote #7” that detail items that may or may not be brought to camps. In a family group of 4 with 2 parents and 2 children, student will create a list of items to pack for the camp with the same limitations given to the Japanese Americans (no idea going where, no type of weather, how long, must be able to carry all items). Give students 15 minutes. After each item, write a justification. Compare lists as a whole class group.

“Residents of Japanese ancestry awaiting the bus”

“Japanese American evacuees”

“An early comer”

“Tojo Miatake Family, Manzanar Relocation Center”

Footnote #9

"Keiko's current letter said that her father had left already. He had volunteered to go to Camp Minidoka in Idaho, near the Oregon border. He’d offered to be part of a work

detail--to help build the camp, the mess halls, the living quarters, even a school. Keiko mentioned that her father used to be a lawyer but now was working alongside doctors, dentists, and other professional men--all were now day laborers [. . .]. Plus, they were

promised that their families could join them soon as the camp was ready. Other families had been split up, some to Texas and others to Nevada. At least the Okabes would be

together.”Page 197; Chapter “Moving (1942)

Resources:

“A More Perfect Union” transcript of interviews (PDF)http://amhistory.si.edu/perfectunion/transcript.html#process1

“Our Stakes in the Japanese Exodus” article by Paul S. Taylor, September 1942 (PDF)

http://www.oac.cdlib.org/ark:/28722/bk00139405d/?brand=oac4

Activity:

Divide the transcripts and article into short selections. For the jigsaw activity, create 5-6 sets of articles (based on the number of students in the class).

Randomly hand out the short passages; have students read and write a quick response. Students may annotate for nonfiction signposts, themes from the footnote activities, or emotional response.

Next, have like groups (students who read the same selection) get together and have a silent conversation passing around their quick writes so that everyone reads and comments on everyone else’s.

Then, have one member from each like group get together with members from each of the other groups (jigsaw). Each student should summarize his/her reading for the group. Once each member of the jigsaw has spoken, the group should create a 3-2-1 list: 3 interesting facts, 2 powerful quotes, 1 question that remains.

Jigsaw groups should report to whole class, especially to discuss remaining questions.

Footnote #10

"The Kuomintang has forced the Japanese Imperial Army north once and for all. Your father has decided you can go to Canton now. To finish your Chinese schooling."

Page 237; Chapter “Angry Home (1942)”

Resources:

National Park Service Map of Assembly and Relocation Campshttps://www.nps.gov/CRMJournal/Summer2004/article1.htmlhttps://www.nps.gov/CRMJournal/Summer2004/images/article1A.jpg

Map of World War II Prisoner of War Camps in United Stateshttp://www.sfasu.edu/heritagecenter/6994.asphttp://www.sfasu.edu/heritagecenter/images/Scan_Pic0089_rdax_500x350.PNG

Map of Pacific Ocean with Asian and North American coastlineshttps://mapcollection.wordpress.com/tag/pacific-ocean/https://mapcollection.files.wordpress.com/2012/08/map-of-oceania.jpg

Activity:

Students need to choose a character whose point of view they will argue: Henry, Father, Mother, or Keiko. Individually or in pairs, students should construct an argument convincing Henry to go to China OR convincing Henry’s parents that he should stay in Seattle.

Students should include reasons based on any of the maps, as well as their notes on tradition versus modernity, filial piety, or any of the other topics examined in these footnotes.

National Park Service Map of Assembly and Relocation Centers

Map of World War II Prisoner of War Camps in United States

Map of Pacific Ocean with Asian and North American coastlines

Additional Resources

George Takei (American actor) on his experience in the Japanese internment camps as a young boy

https://youtu.be/yogXJl9H9z0

“Japanese Relocation” video on YouTube; U.S. Government produced film (9:30)https://youtu.be/7KJNZUdWR5E?list=PL3XhkxcunJrEQ6ov7Sab9z1V2QyM0FEzq

Library of Congress “Japanese American Internment: Primary Source Set” http://www.loc.gov/teachers/classroommaterials/primarysourcesets/internment/Also available as an ebook for free on iBooks

Life July 12, 1943 Available through Google Books books.google.com/books/magazines

“A More Perfect Union: Japanese Americans & the U. S. Constitution” from Smithsonian National

Museum of American History: Behring Centerhttp://amhistory.si.edu/perfectunion/experience/index.html

“A More Perfect Union: Classroom Activity 2” http://amhistory.si.edu/perfectunion/resources/activity2.html

Thomas, Rick. Japanese Internment: In Time and Place.http://www.intimeandplace.org/Japanese%20Internment/index.htmlReadings, image, activities

United Nations “The Universal Declaration of Human Rights” (PDF)http://www.un.org/en/universal-declaration-human-rights/