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ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING • What is the nature of genocide? • The essential difference between massacre and genocide? • The diffi culties in labeling an event genocide? GUIDING QUESTIONS: • What is an atrocity? • What is a massacre? • What distinguishes genocide from massacre? • How do scholars defi ne genocide? • What historical events other than the Holocaust have been labeled genocide? • Why do nations sometimes reject the term genocide? • How can the UN, NGOs and individual nations determine if and when genocide may occur in order to take preventive action? ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS: A. STUDENTS WILL KNOW: • The term genocide, created by Raphael Lemke, is very controversial. • Numerous events, before and after the Holocaust, have been labeled genocide. • Scholars do not all agree on one defi nition of genocide. • The essential differences between atrocity, massacre and genocide. • The UN and NGOs are currently attempting to recognize the warning signs of genocide in order to take preventive action. B. STUDENTS WILL UNDERSTAND THAT: • Genocide is a powerful term that provokes debate. • Atrocities, massacres and genocide are different. • Labeling an event genocide is diffi cult. • Intervention to prevent genocide is possible if warning signs are recognized and heeded. C. STUDENTS WILL BE ABLE TO: • Defi ne atrocity, massacre, genocide, and Holocaust. • Explain the origin of the term genocide. • List events other than the Holocaust that have been labeled genocide. • Identify the root causes of events labeled genocide. • Determine whether an event constitutes genocide. • Explain the diffi culties involved in labeling an event genocide. • Develop and apply a personal defi nition of genocide. • Investigate the origins of the term genocide. • Examine the UN Convention on Genocide. • Research root causes of events other than the Holocaust to determine the nature of genocide. • Analyze the debate over the use of the term genocide in selected historical events. • Research current efforts to establish an early warning system for the prevention of genocide. • Identify methods used by the UN and NGOs to determine when an event may become genocide. • Describe the ways the UN and NGOs are attempting to prevent genocide. 29 ASSESSMENT (EVIDENCE OF KNOWLEDGE AND UNDERSTANDING: STUDENTS WILL: • Develop and apply a personal defi nition of genocide. • Investigate the origins of the term genocide. • Examine the UN Convention on Genocide. • Research root causes of events other than the Holocaust to determine the nature of genocide. • Analyze the debate over the use of the term genocide in selected historical events. • Research current efforts to establish an early warning system for the prevention of genocide.
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 one or more of handouts #1 through #4. In small groups, list and discuss various defi nitions of atrocity, massacre, genocide and holocaust. • Students will complete handouts #5 and #6. Discuss responses with the whole class. • Students will read excerpts from sources listed in the bibliography or view DVDs to enhance learning and understanding of issues related to the use of the term genocide. 30
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Page 4 and 5: Each of us has cause to think with
Page 6 and 7: Preface The publication of the seco
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Page 15 and 16: Unit 1—Handout 1 Our Human Rights
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
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Page 27 and 28: Unit 1—Handout 7 Prejudice by Ire
Page 29 and 30: Riots, like most problems, have man
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Page 40 and 41: Genocide has taken place throughout
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Page 44 and 45: Unit 2—Handout 5 The Defi nition
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Page 50 and 51: Unit 2—Handout 8 VIOLENCE HATE PR
Page 52: DVDs American Justice. “War Crime
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Page 61 and 62: Unit 3—Handout 1 Nationalism, Mil
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Page 65 and 66: Japanese Military and International
Page 67 and 68: WWII in the Pacifi c (1941-1945) In
Page 69 and 70: Unit 3—Handout 2-3 Modern Chinese
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Page 77 and 78: Unit 3—Handout 7 brookdalecc Stud
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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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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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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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The Nanking Massacre and Other Japa
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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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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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