As a second-generation Japanese-American, Sone’s take on the events of the 1940s differed from that of her first-generation immigrant parents. Throughout the book, the author described differences between her parents and herself. She describes her parent’s Japanese cul

Japanese cultural events and traditions in her childhood also played a role in having Sone identify and experience her Japanese side. Sone describes the fact that she celebrated all the national holidays just like everybody else but because she was Japanese there were other holidays that must be observed. One of these events in the book is when a young Sone spent her day with her parents and the Japanese community celebrating Tenchosetsu, for the Japanese Emperors birthday. But instead of identifying and celebrating these holidays she felt a bit annoyed at the ridged formalities and customs. Although at the time Sone describes the memory as a bit annoying, she must realize that these cultural exposures have helped mold and shape her future self.

After the attack on Pearl Harbor, Japanese families prepared for bad news. What they got was the shocking and dreadful Executive Order # 9066. This order authorized the War Department to remove and detain Japanese and Japanese Americans. Although Monica Sone and her siblings were all American citizens they too had to comply to the internment. Regardless of whether she was born in United States and spoke the language fluently, it did not matter. She realized that she would always be treated as a foreigner because of her straight black hair and slanted almond eyes.

It took a tragic event like the internment camps and the coming of age of a young woman to help her realize and see who she really was. Sone realized that she could not choose to live in one of her two separate worlds. She could not deny that she was American but she could deny that she was Japanese too. Looking back at her life I am sure that Monica Sone understands and realized why her parents shared their Japanese culture and traditions with their children. The Japanese grammar schools, holidays, cultural norms, and the visit to Japan helped instill a sense if community and connection to the Japanese culture for their children. Her parents wanted Monica and her siblings to have a bright future in America but still have pride for their ancestral roots. At the end of the book Sone writes

Some topics in this essay:
Monica Sone, Skidrow Monica, Japanese Emperors, United Sone, Nihon Gakko, Issei Nisei, Gatzert School, School Monica, Topaz Idaho, Japanese Sone, monica sone, sone describes, sone writes, book sone, internment camps, japanese school, japanese culture, liked girl, living united, book monica,