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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 Handouts #2 and #3. They will respond to survivor testimony using guided questions. • Class discussion of critical issues using formats such as fi sh bowl or debate. • Students will read excerpts from sources listed in bibliography or view DVDs to enhance learning and understanding of ethical and moral issues during the Asia Pacifi c War and related to Japan’s policies today. 161
Unit 7—Handout 1 Survivor Testimony of Geng Zhun, Forced Labor Survivor and Leader of Hanaoka Uprising, Interviewed in 2006 Had you negotiated for better relations in the camp? Yes, twice. Once after our fi rst request, we received horse bones for soup, but it had little effect because we were starving. We were frustrated, but we were determined to live because we wanted to return to our wives and families. Over time, Kajima (the Japanese company he was working for as a forced laborer) increased the harshness of the treatment. The quality of the food worsened. Were there any doctors or death certifi cates? Despite the presence of medical clinic, there was really no medical service. People were sick because they were starved and overworked. Kajima then started to make it even worse by having the prisoners work 16 hours a day. Even in death there was no honor; bodies were cremated all together. Why was there an uprising? The idea for the Hanaoka Uprising was initiated in March, 1945. By then, there were very poor conditions in the camp. Forced laborers were eating roots and leaves to survive. Many were killed because these were often poisonous. Added to starvation was the torture. Prisoners were hit with a whip made of ox genitals. This was seen as a great injustice and a major insult to the Chinese people. It was an affront to our dignity. At this point, our motivation was to protect the dignity of the Chinese people. We understood that this would be a last stand. We knew the chances of any success were slim. Japan is an island nation. Our plan was to retreat to the shore and then commit suicide there. How did you communicate in the camp? It was a great challenge because we were constantly watched over, but at noon we would have a ten minute break. This was an opportunity to smoke. The Japanese supplied us with cigarettes, but matches were scarce so we would save them and light our cigarettes off of others. During these exchanges, some of the prisoners told me that they could not endure this anymore, that they would follow me and jump into fi re if they needed to. Why did the Japanese people in Hanaoka consider the uprising just, as shown by the town’s decision to establish a monument for the Hanaoka prisoners? The uprising was originally planned for June 27, but it was changed. We had two Japanese overseers who were kind to us (one was nineteen years old and the other was forty-fi ve). We found out that those two were supposed to be working on June 27. We knew that overseers would be killed in the uprising and we didn’t want to kill these kind people. So, despite the risk, we delayed the day of the uprising. We had three younger prisoners fi nd out what day these overseers would not be working. They found out that it was June 30, so we decided to do it on the day. The delay was dangerous because it meant there was a higher likelihood that word would get out. When the people of Hanaoka found that out, they were impressed that we did not kill indiscriminately. Also, we were an uprising of prisoners with nothing to use against Japanese guards with guns. What happened when your colleagues in prison visited you? After the uprising, the Chinese prisoners were sent back to the camp and I was sent to prison. There were rumors that I was executed. The U.S. occupying troops eventually liberated the camp and at that time, the Hanaoka prisoners were told that I was still alive and in Akida prison. I was told that I had to stay there because of the pending war crimes tribunals, but I did have relative freedom in the prison after that time. When my fellow prisoners heard that I was still alive and in prison, they came to visit me. They told me that China was one of the victors and that they were now much better off. The Chinese laborers could go out of the work-site. I was worried that the Chinese prisoners, who were full of anger, might avenge the Japanese 162
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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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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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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
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: The Nanking Massacre and Other Japa
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Page 175 and 176: Unit 7—Handout 5 Questions for Di
Page 177 and 178: Sides, Hampton. Ghost Soldiers: The
Page 179 and 180: The Nanking Massacre and Other Japa
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
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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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