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SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: • Students will learn about the organization and operation of the Japanese military sex slave stations by referring to Handout 5.1 and the following references: Yoshimi, Yoshiaki. Comfort Women. Columbia UP, New York. 2002. Iris Chang: The Rape of Nanking. DVD. Nanking. DVD. • Students will read and respond to testimony of a surviving military sex slave, Mme. Lei Gui-Ying. Her testimony was transcribed by Karen Simmonds, North Delta School District, British Columbia, <strong>Canada</strong>, 2006. (Handout 5.3). • Students will refer to Handouts 5.2, 5.4 to learn about the responses of the Japanese and United States government responses to the issue of military sex slaves. • Students will extend knowledge of military sex slaves during the Asia Pacifi c War and also related issues today by conducting independent research using multiple sources. • Students will conduct research using multiple sources on contemporary issues related to violence against women. 119
Unit 5—Handout 1 Organization and Operation of Military Sex Slave Stations The 1998 United Nations Commission on Human Rights reported that 200,000 women were forced to be military sex slaves for the Japanese Imperial Army (JIA) during the Asia-Pacifi c War from 1931 to 1945. Based on the latest research and estimates, most scholars agree that at least 400,000 were victimized when vistims of all nationalities are considered. Women and girls were kidnapped or tricked into becoming sex slaves to service the Japanese soldiers. When the Japanese military occupied an area, residents were rounded up. The “pretty” girls were taken by force and sent to military sex slave stations that were established by the military. In other instances, women who were barely surviving economically were lured by a promise of work and then found themselves forced to be sex slaves to the Japanese soldiers. They were forced to service the soldiers. Sex Slave Stations were barrack-like stalls or even homes that were taken over by the Japanese army where the women and girls were kept as virtual prisoners. The number of these stations has been estimated to be as high as 2,000. These women were subject to constant degradation, verbal and physical abuse, and the torture of being repeatedly raped or gang raped by many soldiers each day. The procedure at a typical military sex slave station: • Soldier paid a fee • Soldier obtained a ticket and a condom • Soldier was admitted to a woman’s space Dr. Chen was nine-years old when the Japanese commandeered her family home in Shanghai for military sex slave housing. She and her mother lived in the servant quarters. They saw the Japanese offi cers and enlisted men who came to have sex with the women and girls forced to service them. According to Dr. Chen, the “pretty girls” were in the rooms in the front and were saved for the offi cers who could stay overnight. The “ugly girls” were in the rooms in the rear, and they were for the enlisted men. Dr. Chen remembers the girls and women singing sad and soulful songs as they sat on the balcony. She testifi ed to a group of American teachers in 2008 that she felt this was a sign to her that these women had lost their spirit. They were dead inside! Professor Su of the Chinese “Comfort Women” Research Center at Shanghai Normal University has suggested evidence and artifacts that prove the existence of military sex slave stations: • Japanese door etchings and lettering • Condoms – over 10 million were manufactured by the Japanese during the war years. • Xinmigao – drug to treat venereal disease • Potassium Pomegranate particles – disinfectant used to wash women’s genitals • Japanese military map dated August 15, 1937, which shows locations of the military sex slave stations (Japanese referred to as “comfort stations). • Photos taken by journalists which are available for download on the internet. 120
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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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Unit 3 Handout 3-3—#1 Examine car
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Page 101 and 102: Unit 4—Handout 12 The Ambassador
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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
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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
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Page 156 and 157: Questions for Discussion 1. What is
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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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