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SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: • Students will conduct research to respond to guided questions presented in this unit. • Students will read and discuss Handouts #1 and #2. • Students will read and complete Handouts #3 and #4. • Students will complete Handout #5. • Students will read and discuss Handouts #6 through #7. • Students will read excerpts or view DVDs from sources listed in the bibliography to enhance learning and understanding of issues related to prejudice and hate. 7
Unit 1—Handout 1 Our Human Rights I have a right to be happy and to be Treated with compassion in this room: This means that no one will laugh at me or hurt my feelings. I have a right to be myself in this room: This means that no one will treat me unfairly because of my skin color, fat or thin, boy or girl, or by the way I look. I have a right to be safe in this room: This means that no one will hit me, kick me, push me, pinch me, or hurt me. I have a right to hear and be heard in this room: This means that no one will yell, scream, shout, or make loud noises. I have a right to learn about myself in this room: This means that I will be free to express my feelings and opinions without being interrupted or punished. I have a right to learn according to my own ability: This means no one will call me names because of the way I learn. Source: Cummings, M. (1974). Individual Differences, An Experience in Human Relations for Children, Madison, Wisconsin: Madison Public Schools 8
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: The Nanking Massacre and Other Japa
Page 13: ESSENTIAL QUESTIONS THAT WILL FOCUS
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 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
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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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Unit 3—Handout 5 Bushidō 68 hubp
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Unit 3—Handout 7 brookdalecc Stud
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Tora! Tora! Tora! (1970). DVD. 20th
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The Nanking Massacre and Other Japa
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SUGGESTED SEQUENCE OF LEARNING ACTI
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Unit 4—Handout 2 Historical Backg
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Unit 4—Handout 4 82 google images
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Shaded area is the Nanking Internat
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Unit 4—Handout 7 Read the followi
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will be lost or wrecked or utterly
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Unit 4—Handout 9 Second Document:
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of these not realizing the Japanese
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Unit 4—Handout 12 The Ambassador
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Unit 4—Handout 13 Survivor Testim
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screamed, “Now that you are gone,
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Unit 4—Handout 18 Questions for D
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Unit 4—Handout 20 “Killing Cont
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Unit 4—Suggested Bibliography Aud
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Unit Five Military Sex Slaves Recru
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Although military prostitution has
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ESSENTIAL QUESTIONS THAT WILL FOCUS
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Unit 5—Handout 2 Survivor Testimo
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Unit 5—Handout 4 Discussion Quest
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Unit 5—Handout 6 Japanese Governm
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Unit Six Biological and Chemical We
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These CBW camps and research labora
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ESSENTIAL QUESTION THAT WILL FOCUS
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Unit 6—Handout 1 Research Project
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Unit 6—Handout 2-1 Germ Warfare T
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Survivor of Bubonic Plague, Jiang L
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Unit 6—Handout 7 Questions for Di
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Students were compelled to bow towa
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Questions for Discussion 1. What is
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"Regarding the issue of biological
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Japanese, Chinese, perhaps victims
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DVDs History—Unit 731: Nightmare
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ESSENTIALS QUESTION THAT WILL FOCUS
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Unit 7—Handout 5 Questions for Di
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Sides, Hampton. Ghost Soldiers: The
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Page 181 and 182:
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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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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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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