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January, 1938 The world learns of the Nanking Massacre, but is unaware of the scope of brutality and horror. February 1938 The bodies are either burned or buried in mass graves that were discovered many years after the war. Source: U.S., Department of State, Publication 1983, Peace and War: United States Foreign Policy, 1931-1941 (Washington, D.C.: U.S., Government Printing Offi ce, 1943), pp.3-8 261
Appendix C Writing Standards 9-12 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and suffi cient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specifi c expectations for writing types are defi ned in standards 1–3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most signifi cant for a specifi c purpose and audience. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 7. Conduct short as well as more sustained research projects to answer a question including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the fl ow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, refl ection, and research. 10. Write routinely over extended time frames (time for research, refl ection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 262
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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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SUGGESTED SEQUENCE OF LEARNING ACTI
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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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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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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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Page 222 and 223: Unit 9—Handout 2 Making a Differe
Page 224 and 225: dedicated to religion, art, science
Page 226 and 227: Non-Applicability of Statutory Limi
Page 228 and 229: Prosecution Team: This group needs
Page 230 and 231: Unit 9—Handout 6 International Ag
Page 232 and 233: A No War Resolution that expressed
Page 234 and 235: Unit Ten Japanese Denial and Intern
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Page 238 and 239: SUGGESTED SEQUENCE OF LEARNING ACTI
Page 240 and 241: Denial of the Nanking Massacre •
Page 242 and 243: Unit 10—Handout 2-1 Activism Acti
Page 244 and 245: Unit 10—Handout 3 Redress and Pea
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Page 248 and 249: March. It is amazing to me that the
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Page 254 and 255: Why is Redress Important? • Becau
Page 256 and 257: For the Chinese witnesses at the tr
Page 258 and 259: Unit 10—Handout 8 Questions for R
Page 260 and 261: Japan’s “masochistic education
Page 262 and 263: Yoshida: I didn’t mention this in
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Page 266 and 267: 1945 The fi rst atomic bomb is drop
Page 270 and 271: Reading Standards 9-12 1. Cite stro
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