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SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES: • Create an identity chart for somebody you consider to be a hero. Include biographical informal, personality traits, strengths, weaknesses, motivations etc. • Record your answers to the following: What is a hero? What action did your hero take? What motivated your hero to act? What obstacles did your hero face? • Explore the various incidents of bravery and defi ance demonstrated by Chinese and non-Chinese to save the citizens of Nanjing. • Investigate the names of the people who were rescuers of the citizens of Nanjing: Minnie Vautrain, John Rabe, John Magee, George A. Finch, Lewis Smythe, James McCallum, Robert Wilson, Dr. Miner Searle Bates, Xu Chuanyin, Chen Rong, and Tsen Shuifang. • Create an identity chart for one of the individuals found among these rescuer profi les. • Record your answers to the following: What action did the rescuer take? What motivated the rescuer to act? What obstacles did the rescuer face? What choices did the rescuer have? Try to think of at least three courses of action open to the rescuer. • Share your fi ndings with the class and discuss: Do the Nanking rescuers share common identity traits? How do the rescuers compare to your ideal heroes? What do you think motivates some people to help others? What prevents others from doing so? Do you think these values are innate or learned? • Read the diary of John Rabe. Write journal entries as you are reading. Discuss his opportunities and obstacles in saving Chinese people in Nanjing. • Read the diary of Minnie Vautrin and Tsen Shuifang. Write journal entries as you are reading. Discuss their opportunities and obstacles in saving Chinese people in Nanjing. • Do you think gender makes a difference in a person's opportunities or in the obstacles the person confronts when rescuing? • Write a short essay (3 to 4 paragraphs) about one of the rescuers. Why do you think that person risked his or her life to save the Chinese? • Write a short essay (3 to 4 paragraphs) refl ecting on the following: Think about a time when you witnessed the unjust, biased or prejudiced treatment of another person. Describe the event and the circumstances related to it. How did the event affect the person targeted by the injustice? How did it affect the person responsible? • Look for ways that you can make a positive difference in someone's life. Iris Chang called this the "Power of One." 175
Unit 8—Handout 1 Defi nitions Defi ne the following terms: • victim • perpetrator • bystander • rescuer. Identify an example of each term from: 1) the Nanking Massacre and 2) your life or community. Identify a historical or contemporary situation where an individual moved from a bystander role to become a perpetrator. Identify a historical or contemporary situation where an individual moved from a bystander role to become a rescuer. What could cause an individual to move from one part of the spectrum to another? 176
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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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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
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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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Unit 5—Handout 2 Survivor Testimo
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Unit 5—Handout 3 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
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 146 and 147: Unit 6—Handout 3 Survivor Testimo
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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
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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
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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
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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.
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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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Page 222 and 223: Unit 9—Handout 2 Making a Differe
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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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