Download - Canada ALPHA

Recommendations

Info

Unit 4—Handout 19 Brookings Northeast Asia Commentary | Number 14 “Thoughts on the Nanjing Massacre” Richard C. Bush III, from Professor Yang Daqing’s article “Atrocities in Nanjing, Searching for Explanations” . . . The fi rst explanation was that a breakdown in discipline, caused by supply shortages, led Japanese troops to engage in atrocities. But as reports accumulated of brutality in other parts of China, observers soon set aside the specifi c circumstances at Nanjing in late 1937 and came to a different and more general conclusion. That is, it was deliberate Japanese policy to strike terror into the hearts of Chinese. A third view was more social and cultural, captured in the term “militarism.” From this perspective, Japanese soldiers were products of a transitional society, neither traditional nor modern, and that the declining norms against violence that restrained them in Japan disappeared once they arrived in China. Among the factors George Washington University Professor Yang Daqing cites: • The Japanese Imperial Army had suffered a long-term decline of discipline. In the climate of more liberal trends in the 1920s Taisho period, offi cers responded by demanding absolute obedience of recruits through inhumane means. That in turn, it is argued, led to the need for those recruits to transfer aggression elsewhere. The poor Chinese were a convenient outlet once aggression in China began. • The offi cer corps was changing in a radical direction. Younger offi cers tended to have lived in military institutions from an early age. They often had links with ultra-nationalist groups. And they tended to disrespect civilian institutions. • The Japanese Army had a general contempt for the Chinese and had a lower standard for treatment of Chinese POWs as opposed to Western ones. • Due to the rapid expansion of the army in the summer of 1937, most of the troops sent to the Shanghai-Nanjing front were reservists. Their quality was relatively low and there was a high replacement rate due to heavy losses. • In their drive to carry out their orders to seize Nanjing, fi eld commanders overlooked the need to ensure adequate logistical preparation (particularly food), enough rest for troops, suffi cient military policeman to maintain order and to issue clear orders for the treatment of POWs and civilians. Yang concludes that all of these institutional factors, which refl ect an accumulation of poor decisions, contributed to the scale of the Nanjing atrocities. He also fi nds that battlefi eld psychology played an exacerbating role. Japanese soldiers had become terrifi ed during the heavier-than-expected losses in the battle for Shanghai. Revenging the death of fallen comrades was one response. Even according to the Imperial Army’s own rules of engagement, there were violations of discipline. Yang Daqing, “Atrocities in Nanjing, Searching for Explanations,” in Scars of War: The Impact of Warfare on Modern China. Vancouver: UBC P, 200. 76-96. Source: http://www.brookings.edu/opinions/2007/12_nanjing_bush.aspx 107
Unit 4—Handout 20 “Killing Contest” by Li Keran. From Wenyi Zhendi 2.6 (1 Jan. 1939): n.p. This cartoon refers to an infamous incident during the Nanking Massacre. Research the following website which provides you with information about this incident: http://www.gendercide.org/case_nanking.html Questions and Discussion: 1. Who were the perpetrators? What did they do? 2. Were their countrymen horrifi ed at what they had done? 3. Is there any doubt today that there was a “killing contest”? 4. How can a military ensure training that effectively prepares soldiers for war while also preventing them from perpetrating crimes against civilians and POWs? 5. Can civilians ever be protected in wars? Where is the line when civilian suffering moves from “casualties of war” to “international crimes against humanity”? 6. How important are the numbers? Does it matter that the Chinese and other nations report that 300,000 to 350,000 were murdered, yet Japan says a lesser number was murdered? After you research and think about these questions, write down your answers to these questions and then meet with a group of 3 or 4 and discuss your responses. Appoint a spokesperson who will report the group’s fi ndings to the class. 108
Page 2 and 3:
The Nanking Massacre and Other Japa
Page 4 and 5:
Each of us has cause to think with
Page 6 and 7:
Preface The publication of the seco
Page 8:
Page 11 and 12:
Page 13 and 14:
ESSENTIAL QUESTIONS THAT WILL FOCUS
Page 15 and 16:
Unit 1—Handout 1 Our Human Rights
Page 17 and 18:
I was little and had short straight
Page 19 and 20:
Questions for Discussion 1. Did you
Page 21 and 22:
How comfortable would you feel with
Page 23 and 24:
Bob: Those black guys in the high s
Page 25 and 26:
dislike for good and suffi cient re
Page 27 and 28:
Unit 1—Handout 7 Prejudice by Ire
Page 29 and 30:
Riots, like most problems, have man
Page 32 and 33:
Unit Two Atrocity, Massacre, Genoci
Page 34 and 35:
thoughtful defi nition(s) they choo
Page 36 and 37:
ESSENTIAL QUESTIONS THAT WILL FOCUS
Page 38 and 39:
Unit 2—Handout 1 31
Page 40 and 41:
Genocide has taken place throughout
Page 42 and 43:
Holocaust and Genocide - Is There a
Page 44 and 45:
Unit 2—Handout 5 The Defi nition
Page 46 and 47:
Unit 2—Handout 6―1 LABELING POT
Page 48 and 49:
Unit 2—Handout 6―3 Alternative
Page 50 and 51:
Unit 2—Handout 8 VIOLENCE HATE PR
Page 52:
DVDs American Justice. “War Crime
Page 55 and 56:
Page 57 and 58:
Japan so desperately needed to dest
Page 59 and 60:
ESSENTIAL QUESTION THAT WILL FOCUS
Page 61 and 62:
Unit 3—Handout 1 Nationalism, Mil
Page 63 and 64: Unit 3—Handout 2-1 Japanese Moder
Page 65 and 66: Japanese Military and International
Page 67 and 68: WWII in the Pacifi c (1941-1945) In
Page 69 and 70: Unit 3—Handout 2-3 Modern Chinese
Page 71 and 72: Unit 3—Handout 2-1 Examine the th
Page 73 and 74: Unit 3 Handout 3-3—#1 Examine car
Page 75 and 76: Unit 3—Handout 5 Bushidō 68 hubp
Page 77 and 78: Unit 3—Handout 7 brookdalecc Stud
Page 79 and 80: Tora! Tora! Tora! (1970). DVD. 20th
Page 81 and 82: The Nanking Massacre and Other Japa
Page 83 and 84: The Nanking Massacre and Other Japa
Page 85 and 86: SUGGESTED SEQUENCE OF LEARNING ACTI
Page 87 and 88: Unit 4—Handout 2 Historical Backg
Page 89 and 90: Unit 4—Handout 4 82 google images
Page 91 and 92: Shaded area is the Nanking Internat
Page 93 and 94: Unit 4—Handout 7 Read the followi
Page 95 and 96: will be lost or wrecked or utterly
Page 97 and 98: Unit 4—Handout 9 Second Document:
Page 99 and 100: of these not realizing the Japanese
Page 101 and 102: Unit 4—Handout 12 The Ambassador
Page 103 and 104: Unit 4—Handout 13 Survivor Testim
Page 105 and 106: screamed, “Now that you are gone,
Page 113: Unit 4—Handout 18 Questions for D
Page 117 and 118: Unit 4—Suggested Bibliography Aud
Page 120 and 121: Unit Five Military Sex Slaves Recru
Page 122 and 123: Although military prostitution has
Page 124 and 125: ESSENTIAL QUESTIONS THAT WILL FOCUS
Page 126 and 127: SUGGESTED SEQUENCE OF LEARNING ACTI
Page 128 and 129: Unit 5—Handout 2 Survivor Testimo
Page 132 and 133: Unit 5—Handout 4 Discussion Quest
Page 134 and 135: Unit 5—Handout 6 Japanese Governm
Page 136 and 137: Unit Six Biological and Chemical We
Page 138 and 139: These CBW camps and research labora
Page 140 and 141: ESSENTIAL QUESTION THAT WILL FOCUS
Page 142 and 143: Unit 6—Handout 1 Research Project
Page 144 and 145: Unit 6—Handout 2-1 Germ Warfare T
Page 150 and 151: Survivor of Bubonic Plague, Jiang L
Page 152 and 153: Unit 6—Handout 7 Questions for Di
Page 154 and 155: Students were compelled to bow towa
Page 156 and 157: Questions for Discussion 1. What is
Page 158 and 159: "Regarding the issue of biological
Page 160 and 161: Japanese, Chinese, perhaps victims
Page 162: DVDs History—Unit 731: Nightmare
Page 165 and 166:
Page 167 and 168:
ESSENTIALS QUESTION THAT WILL FOCUS
Page 169 and 170:
Unit 7—Handout 1 Survivor Testimo
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Unit 7—Handout 5 Questions for Di
Page 177 and 178:
Sides, Hampton. Ghost Soldiers: The
Page 179 and 180:
Page 181 and 182:
ESSENTIAL QUESTION THAT WILL FOCUS
Page 183 and 184:
Unit 8—Handout 1 Defi nitions Def
Page 185 and 186:
Unit 8—Handout 3 Universe of Obli
Page 187 and 188:
This demilitarized zone for Chinese
Page 189 and 190:
Unit 8—Handout 6 Members of the I
Page 191 and 192:
Selected Rescuer Profi les A Letter
Page 193 and 194:
George Ashmore Fitch (1883-1979) Ge
Page 195 and 196:
Unit 8—Handout 7 Chinese Rescue W
Page 197 and 198:
Jing Zhe-qiao, Xu Kai-ji (Director,
Page 199 and 200:
Dr. Chang (Doctor, Nanjing Drum Tow
Page 201 and 202:
I’ll close today’s entry with t
Page 203 and 204:
Unit 8—Handout 9-1 John Rabe (188
Page 205 and 206:
anyone who tried to defend themselv
Page 207 and 208:
Unit 8—Handout 9-2 Tsen Shuifang
Page 209 and 210:
gate while the refugees poured in.
Page 211 and 212:
Unit 8—Handout 9-4 Honda Introduc
Page 213 and 214:
Unit 8—Handout 10 Exercise and Qu
Page 216 and 217:
Unit Nine The Tokyo War Crimes Tria
Page 218 and 219:
Page 220 and 221:
SUGGESTED SEQUENCE OF LEARNING ACTI
Page 222 and 223:
Unit 9—Handout 2 Making a Differe
Page 224 and 225:
dedicated to religion, art, science
Page 226 and 227:
Non-Applicability of Statutory Limi
Page 228 and 229:
Prosecution Team: This group needs
Page 230 and 231:
Unit 9—Handout 6 International Ag
Page 232 and 233:
A No War Resolution that expressed
Page 234 and 235:
Unit Ten Japanese Denial and Intern
Page 236 and 237:
Page 238 and 239:
SUGGESTED SEQUENCE OF LEARNING ACTI
Page 240 and 241:
Denial of the Nanking Massacre •
Page 242 and 243:
Unit 10—Handout 2-1 Activism Acti
Page 244 and 245:
Unit 10—Handout 3 Redress and Pea
Page 246 and 247:
Unit 10—Handout 5-1 Japanese Deni
Page 248 and 249:
March. It is amazing to me that the
Page 250 and 251:
Russo-Japanese War, such as the pro
Page 252 and 253:
Endnotes to portion of article incl
Page 254 and 255:
Why is Redress Important? • Becau
Page 256 and 257:
For the Chinese witnesses at the tr
Page 258 and 259:
Unit 10—Handout 8 Questions for R
Page 260 and 261:
Japan’s “masochistic education
Page 262 and 263:
Yoshida: I didn’t mention this in
Page 264 and 265:
Unit 10—Suggested Bibliography Bu
Page 266 and 267:
1945 The fi rst atomic bomb is drop
Page 268 and 269:
January, 1938 The world learns of t
Page 270 and 271:
Reading Standards 9-12 1. Cite stro
show all

Download - Canada ALPHA

Create successful ePaper yourself

Delete template?

Save as template?