For Sikhs in Canada, the Wait is Over


” More than just an isolated “incident”, The Komagata Maru story reflects a deliberate, exclusionary policy of the Canadian government to keep out ethnicities with whom it deemed unfit to enter. These justifications were couched in racist and ethnocentric views of “progress”, “civilization”, and “suitability” which all buttressed the view that Canada should remain a “White Man’s Country”.

On May 23, 1914, a crowded ship from Hong Kong carrying 376 passengers, most being immigrants from Punjab, British India, arrived in Vancouver’s Burrard Inlet on the west coast of the Dominion of Canada.” — http://komagatamarujourney.ca/incident — read more about the incident

This event has left a noticeable scar on the Sikh communities living throughout the Pacific Northwest; from British Columbia to Central California.

For others this might seem an obscure and unknown piece of Pacific Northwest History. Students can still be challenged to research the story, analyze the motivations of the Sikhs entering Canada, the Canadian government and other residents, and analyze the news reports of the day. Here are a handful of questions that might help students explore:

  • How exactly did Prime Minister Trudeau come to this decision?
  • What role did Sikh Canadians play in rectifying the legacy created by this racially charged event?
  • Why does it take a nation 102 years to formally apologize for such an action?
  • How has Canada changed since 1914 that would allow for such reconciliation?



Taking On the Bully #3: How We Unintentionally Support The Bully

As good as our intentions may be, the way we address Bullying Post.3bullying may actually encourage more bullying.

When two children at recess get into an altercation, a bully and the student they repeatedly target, we see teachers or administrators place the two of them in a room for mediation. This often communicates that little to no discipline will occur and the bully can repeat his or her actions. Sometimes this sends a signal to other students that they may be able to get away with the same level of bullying. For the child targeted by the bully, it may signal that they have little to no support from teachers and school administrators. For other students being bullied, it can send the message that it doesn’t make a difference to ask for help.

This document from stopbullying.gov helps highlight how we should all be aware of the results of our good intentions.


Taking On The Bully #2

“When children are singled out because of a shared characteristic — such as race, sexual orientation, or religion — or a perceived shared characteristic, the issue not only affects that individual but the entire community. Policymakers believe that AAPI students who are bullied face unique challenges, including religious, cultural, and language barriers. In addition, there has been a spike of racial hostility following the September 11 attacks against children perceived to be Muslim. The classroom should be the safest place for youth, but for some AAPI students, it can be a very dangerous environment.

— Kiran Ahuja, Executive Director White House Initiative on Asian Americans and Pacific Islanders

Here is a video of Former NFL Wide Receiver and former member of the President’s Advisory Commission on Asian Americans and Pacific Islanders Hines Ward telling his story– of overcoming bullying and his experience growing up as a multiracial boy. When students make the connection that anyone can be bullied and that anyone can overcome it, they are better able to speak up or speak out about their own experiences or those of their friends.

For more on the #ActToChange movement from the White House Initiative on AAPIs (Asian American Pacific Islanders) go to https://www.whitehouse.gov/aapi

Colors of Confinement: Photography by Bill Manbo



“In the photo, a young boy hangs on a fence. His face is partially obscured; his eyes hover just above his bent knuckles. His stance is playful. On first impression, he looks like any kid in the middle of play.

The background, however, tells another story. Receding endlessly into the horizon are the rows of barracks of the Heart Mountain Relocation Center, a World War II Japanese internment camp near Cody, Wyo.

During the three years it was open, August 1942 to November 1945, Heart Mountain held more than 14,000 people of Japanese ancestry. Many of them were American citizens. All of them — mechanics, farmers, green grocers, small children and grandparents — were forcibly removed from locations along the West Coast on unfounded (and patently hysterical) suspicions of espionage following the attack on Pearl Harbor.

Among the detainees: Bill Manbo, an American citizen who, prior to being detained, had operated a garage in Hollywood. In addition to being a mechanic, Manbo was also a dedicated amateur photographer, shooting color at a time when the form was still nascent. (Kodachrome, the first widely used color film, had come on the market in 1935.)


In August 1942, thousands of Japanese Americans from Los Angeles began their lives as prisoners on a wide stretch of prairie in northwestern Wyoming. Among those forcibly relocated to Heart Mountain concentration camp was a photographer and auto mechanic from Hollywood named Bill Manbo, whose Kodachrome color photographs are the subject of the Japanese American National Museum’s Colors of Confinement.

Among the 18 photographs in the exhibition are rare documents that challenge the kind of imagery one might expect from internment camps. These images are not of dour-faced prisoners living in squalid conditions. Many of them feature scenes of a vibrant community taking part in activities like dancing, wrestling, and ice skating. A portrait of Manbo’s wife Mary and her family, dressed in formal attire, pieces together a semblance of normalcy.”


“When Japanese immigrants and Japanese-American citizens were torn from their daily lives and herded into internment camps with guard towers during World War II, they were told to only bring what they could carry. But they were also told what they could not carry. Among items initially banned by the U.S. Army’s Western Defense Command were bombs, ammunition, implements of war, codes or ciphers, explosives and the humble camera.

If anything, this is a testament to the incredible power of photography. Even one frame can change the tide of public opinion because photography has the power to add layers to our understanding of how events transpired and how people were affected.

The ban on cameras by the Western Defense Command was lifted in the spring of 1943. At that time, Bill Manbo’s 35mm Zeiss Contax became an outlet as well as a way of writing his family’s story at a time when even Japanese descendants born on American soil had their loyalty questioned.”


“They look like vacation photos at first glance. Women in flowery kimonos gossip together in a circle. A boy on ice skates takes his first steps on a crowded rink. Two sumo wrestlers share a chuckle in the ring as a crowd watches on.

But behind the smiles, the same shadowy presence looms in the background: the tar paper barracks that housed the thousands of Japanese-American prisoners of the Heart Mountain Relocation Center in Wyoming.

Bill Manbo, an auto mechanic from Riverside, Calif., took these photographs after he and his family were forced to move to a Japanese-American internment camp in 1942, just months after Japan attacked Pearl Harbor.”

NYT (slideshow):


Invisible and Unwelcomed People: Chinese Railroad Workers by Zhi Lin

Koplin Del Rio is pleased to debut a new series of work by Zhi Lin, titled Invisible and Unwelcomed People: Chinese Railroad Workers. The exhibition comprises an extensive series of small studies as well as large format drawings executed in Chinese Ink. This provocative body of work is intended to enlighten and document an aspect in American history that has for the most part, been cruelly ignored and forgotten, the brutal treatment that Chinese immigrants endured in building the epic Trans-continental railroad that spans the United States.

Between the years of 2005-2007, Zhi Lin took several research trips following the railroad lines through California and Wyoming as well as attending the annual Golden Spike ceremony in Promontory, Utah several years in a row. Before each trip, the artist researched archives of historical photographs, old maps, aerial photos and sought out oral historical accounts from elderly residents in an attempt to fully immerse himself in that specific time period and carve away at a century and a half of faded memories.

The execution of the ghostly studies are reminiscent of English watercolor masters; Girtin, Constable, Turner, and are intended to conjure up a familiar and nostalgic aesthetic of the same period that tended to glaze over and disguise the injustice and horrors that occurred on the frontiers of the Industrial Revolution in 19th Century America.

Depicted are dilapidated burial sites, graves marked by wooden sticks, a testimony to the thousands of workers who lost their lives in grueling conditions carving their way through cliffs and mountain passes. One drawing, represents the historic site of the Golden Spike location, but instead of illustrating the fanfare that accompanies the annual commemorative festivities, the artist chose to highlight the desolation of an empty section of track that recedes into the horizon, The artist’s notes in the bottom right corner read, “The ground on which Chinese workers were unwelcome. On May 10, 1869, after eight Chinese workers laid down the last rail for the Central Pacific Railway, they, along with 1,500 other Chinese workers who constructed the railway from California to Promontory Summit, Utah were kept away from the celebration of the Golden Spike – the completion of the first Transcontinental railroad.”

(Selected images from website. Please visit to view more)

Site of the Golden Spike CelebrationsAltar in the Joss House5graves

Taking on the Bully: A Weekly Series

Wing Chong Luke lived through bullying as a young Chinese American boy growing up in Seattle. In his own unique way, he dealt a peaceful blow to the bullies tormenting him daily. How? He made them respect him.

Many Asian and Pacific Islander children endure bullying and other forms of violence every day. Not all of them are able to find friends and teachers to stand up for them, and others feel powerless to take on a bully by themselves.

We are dedicating a weekly post on this site for the next year that addresses issues of bullying and violence, actions that students can take to create safe schools, and activities teachers can use to engage students. The museum recognizes that racial discrimination begins when individuals cannot connect as people. From bullying–to other forms of violence and hatred– to societal stereotypes and dehumanization– to policies and practices that overtly treat ethnic groups as second class.

In our Reading and Exploring section we will be continually posting suggested books and activities to challenge your students to explore their own biases, to think through what it means to really be accepting of themselves and others, and to see how children and teen characters persevere in staying true to themselves. Additionally, you will find activities in our Honoring Our Journey (upper grades) and Connecting with Our Histories (elementary) modules.

The Sikh Coalition actively addresses racial and religious bullying and violence directed toward Sikh Americans– on school, school district and national levels. Since the events of 9/11 Sikh children and adults have been targeted repeatedly with racial slurs, violence, and other forms of bigotry. The reports they produce and the stories they capture are quite moving. You may consider viewing some of these videos with your students. The image below links to an eye-opening info graphic. You might consider sharing this with older students. Teachers– This reading is for you and was also produced by the Sikh Coalition: go-home-terrorist.

Sikh Bullying infographic