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ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING: • How did the system operate that provided sex slaves to the Japanese military? • What was daily life like for the sex slaves of the Japanese? • How widespread was the system? • Why is it unacceptable to use the Japanese euphemisms “comfort women” or “comfort stations” to refer to the women and the places where they were violated? • Besides the Chinese victims, what other countries did women come from that suffered the atrocities of the Japanese military sex slave system? • Why have many women not spoken about their rape by the Japanese soldiers? Why are some women speaking now – over 50 years later? • What is the response of the Japanese government to demands for compensation and apology on behalf of the survivors of the military sex slave system in China, Korea, and elsewhere? • What instances of violence against women are occurring in the world today? • What can you do to call for justice and reconciliation on behalf of the women who were forced to be military sex slaves by the Japanese during WW2 and/or women who are victims of rape and violence today? GUIDING QUESTIONS: • After learning about Japanese atrocities against the women of China and other countries during World War II, why is it important to study this history? • Why is survivor testimony critical to understanding this subject? • Why is it crucial to get justice for the victims of the military sex slave system even more than 70 years later? ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: A: STUDENTS WILL KNOW: • How the women were forced or tricked into being military sex slaves. • How the Japanese sex slave system operated. • Japanese military set up military sex slave stations wherever Japanese soldiers were stationed, and women from many different countries were enslaved. • The response of the Japanese government to demands for an apology and compensation for the women today. B: STUDENTS WILL UNDERSTAND THAT: • It is inaccurate to refer to the women as “comfort women” since this is a Japanese euphemism which is misleading. • Women who are raped, whether in China during World War II, Nazi occupied Europe during the same time, or in places like Sudan today, do not speak about their rape because of shame and humiliation. C: STUDENTS WILL BE ABLE TO: • Outline the operation of the military sex slave system of the Japanese during World War II. • Examine eyewitness testimony by responding to both survivor testimony and the testimony of Japanese soldiers who served during the Asia Pacifi c War. • Investigate the response of other nations like the United States to the call for an apology and justice for the Japanese military sex slaves. 117 ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTANDING?) STUDENTS WILL: Keep a journal Answer the essential questions. • Use internet and other reliable sources to answer questions that students would like to know more about in relation to the essential question and report to class. • Engage in active and meaningful participation in classroom discussions and activities including cooperative learning tasks. • Create artwork or creative writing piece that demonstrates knowledge. • Respond to visuals including fi lm, photographs, primary source documents, and survivor accounts by following guided assignment. • Respond to selected readings by scholars and survivors of the Holocaust through guided questions, discussions, and journal refl ections. • Outline the organization and operation of the Japanese military sex slave system during the Asia- Pacifi c War. • Discuss the experience of Chinese women and others who were recruited to be military sex slaves by the Japanese military. • Research the nationalities of the women victimized by the Japanese Imperial Army. • Identify the importance of eyewitness testimonies in studying the sexual enslavement of women during the Asia Pacifi c War 1931-1945. • Research the response of Japan to call for justice by the former military sex slaves today.
• Understand that violence against women is a human rights issue in areas of the world today (ex. Sudan, Congo). • Discuss ways that students can speak for the victims of violence and act to end violence against women in the world today. 118 • Investigate the response of the United States and other countries to this call for justice and an apology. • Investigate instances of violence against women in the world today. • Discuss related ethical issues such as actions students can take to speak against violence against women and whether they have a responsibility to speak for the victims.
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The Nanking Massacre and Other Japa
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Each of us has cause to think with
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Preface The publication of the seco
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ESSENTIAL QUESTIONS THAT WILL FOCUS
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Unit 1—Handout 1 Our Human Rights
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I was little and had short straight
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Questions for Discussion 1. Did you
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How comfortable would you feel with
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Bob: Those black guys in the high s
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dislike for good and suffi cient re
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Unit 1—Handout 7 Prejudice by Ire
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Riots, like most problems, have man
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Unit Two Atrocity, Massacre, Genoci
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thoughtful defi nition(s) they choo
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ESSENTIAL QUESTIONS THAT WILL FOCUS
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Unit 2—Handout 1 31
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Genocide has taken place throughout
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Holocaust and Genocide - Is There a
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Unit 2—Handout 5 The Defi nition
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Unit 2—Handout 6―1 LABELING POT
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Unit 2—Handout 6―3 Alternative
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Unit 2—Handout 8 VIOLENCE HATE PR
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DVDs American Justice. “War Crime
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Japan so desperately needed to dest
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ESSENTIAL QUESTION THAT WILL FOCUS
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Unit 3—Handout 1 Nationalism, Mil
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Unit 3—Handout 2-1 Japanese Moder
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Japanese Military and International
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WWII in the Pacifi c (1941-1945) In
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Unit 3—Handout 2-3 Modern Chinese
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Unit 3—Handout 2-1 Examine the th
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Page 101 and 102: Unit 4—Handout 12 The Ambassador
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Page 113 and 114: Unit 4—Handout 18 Questions for D
Page 115 and 116: Unit 4—Handout 20 “Killing Cont
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Page 120 and 121: Unit Five Military Sex Slaves Recru
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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
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Page 142 and 143: Unit 6—Handout 1 Research Project
Page 144 and 145: Unit 6—Handout 2-1 Germ Warfare T
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Page 152 and 153: Unit 6—Handout 7 Questions for Di
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Page 156 and 157: Questions for Discussion 1. What is
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Unit 7—Handout 5 Questions for Di
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Sides, Hampton. Ghost Soldiers: The
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ESSENTIAL QUESTION THAT WILL FOCUS
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Unit 8—Handout 1 Defi nitions Def
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Unit 8—Handout 3 Universe of Obli
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This demilitarized zone for Chinese
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Unit 8—Handout 6 Members of the I
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Selected Rescuer Profi les A Letter
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George Ashmore Fitch (1883-1979) Ge
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Unit 8—Handout 7 Chinese Rescue W
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Jing Zhe-qiao, Xu Kai-ji (Director,
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Dr. Chang (Doctor, Nanjing Drum Tow
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I’ll close today’s entry with t
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Unit 8—Handout 9-1 John Rabe (188
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anyone who tried to defend themselv
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Unit 8—Handout 9-2 Tsen Shuifang
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gate while the refugees poured in.
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Unit 8—Handout 9-4 Honda Introduc
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Unit 8—Handout 10 Exercise and Qu
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Unit Nine The Tokyo War Crimes Tria
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SUGGESTED SEQUENCE OF LEARNING ACTI
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Unit 9—Handout 2 Making a Differe
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dedicated to religion, art, science
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Non-Applicability of Statutory Limi
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Prosecution Team: This group needs
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Unit 9—Handout 6 International Ag
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A No War Resolution that expressed
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Unit Ten Japanese Denial and Intern
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SUGGESTED SEQUENCE OF LEARNING ACTI
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Denial of the Nanking Massacre •
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Unit 10—Handout 2-1 Activism Acti
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Unit 10—Handout 3 Redress and Pea
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Unit 10—Handout 5-1 Japanese Deni
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March. It is amazing to me that the
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Russo-Japanese War, such as the pro
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Endnotes to portion of article incl
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Why is Redress Important? • Becau
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For the Chinese witnesses at the tr
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Unit 10—Handout 8 Questions for R
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Japan’s “masochistic education
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Yoshida: I didn’t mention this in
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Unit 10—Suggested Bibliography Bu
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1945 The fi rst atomic bomb is drop
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January, 1938 The world learns of t
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Reading Standards 9-12 1. Cite stro
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