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Unit 2—Handout 6―1 LABELING POTENTIAL GENOCIDAL ACTS INSTRUCTIONS: Label each of the scenarios described in this handout as a genocidal act (G) of as a non-genocidal act (NG). Explain your reasoning. _____ 1. The government declares that subversive groups have been undermining national security by using terrorist tactics against social institutions (military, educational, economic). A national emergency is declared and subversives are arrested, imprisoned and eventually may “disappear.” _____ 2. Government policy of converting forests and surrounding areas into pastureland has produced confl ict between indigenous peoples and new settlers. New settlers take action to expand their control over forestlands, and in the process eliminate not only the food sources but the economic livelihoods of the indigenous cultures. Indigenous peoples who resist are relocated, and some die in the process. Most signifi cantly, survival of the indigenous culture is threatened. _____ 3. In a society where ethnic tensions have long been a problem, a minority religious and ethnic group has long suffered at the hands of the majority ethnic group. Recent attempts by the majority group to solidify control of the national government through use of discriminatory legislation have led to violent uprisings by the minority ethnic group, which also has a distinct religious tradition. Military forces controlled by the majority ethnic group have retaliated and massacred elements of the minority group in isolated towns and villages. _____ 4. A revolutionary government has recently come to power and has begun to take reprisals against its opponents in this nation. Those opponents of the current regime who were in positions of high status or infl uence prior to the revolution are prime targets of the reprisals, and many have been deported, relocated into labor camps, or imprisoned. A policy of “re-education” of the young has been implemented by the revolutionary government, and all who oppose it are either exiled or killed by the revolutionary army. _____ 5. The government of this country has determined that the most effective means of solidifying its control over the population is to identify a cultural group that has long been a target of prejudice and discrimination, and blame it for recent internal social and economic problems. Despite the support of a vocal minority of intellectuals and some outside pressure from sympathetic governments, the targeted group has received little aid in its protests against this policy. Forced relocation and denial of basic civil rights have been imposed upon this group by the government, and some members have fl ed the country warning of harsher measures to come. Source: Fernekes, William R. “Defi ning Genocide: A Model Unit.” Ed. William Parsons and Samuel Totten. “Teaching About Genocide.” Social Education. National Council for Social Studies. Feb.1991: 130. Informed by the work of Helen Fein, “Scenarios of Genocide: Models of Genocide and Critical Responses.” Ed. Israel Charny. Toward the Understanding and Prevention of Genocide Proceedings of the International Conference on the Holocaust and Genocide. Boulder, CO: Westview P, 1984. 3-31. Used with permission of author and NCSS. 39
Unit 2—Handout 6―2 Genocide Defi nitions Similarities and Differences Part One: For each question answer YES, No or UNSURE: UN Genocide Charny Horowitz Convention Defi nition Defi nition Defi nition 1. Is the state the perpetrator of genocide? _________ _________ _________ 2. Is the act of killing intentional? _________ _________ _________ 3. Are the victims defi ned by category(ies)? _________ _________ _________ 4. Is genocide labeled as a crime? _________ _________ ________ 5. Are the victims groups rather than individuals? ________ _________ _________ Part Two: Decide whether each of the fi ve scenarios from Handout 5-1 “Labeling Potential Genocides” is labeled as a “genocide by the three defi nitions. Use YES, NO, or UNSURE. UN Genocide Charny Horowitz Convention Defi nition Defi nition Defi nition Scenario #1 _________ _________ _________ Scenario #2 _________ _________ _________ Scenario #3 _________ _________ _________ Scenario #4 _________ _________ _________ Scenario #5 _________ _________ _________ Part Three: Which of the three defi nitions do you believe is most effective in identifying potential genocidal situations? How effectively does your preferred defi nition distinguish between genocidal and non-genocidal acts? Use class discussions and documents to support your position. Source: Fernekes, William R. “Defi ning Genocide: A Model Unit.” Ed. William Parsons and Samuel Totten. “Teaching About Genocide.” Social Education: National Council for Social Studies Feb. 1991. Handout above informed by the work of Frank Chalk. “Defi nitions of Genocide and Their Implications for Prediction and Prevention.” Holocaust and Genocide Studies: An International Journal 4. 1989: 149-163. Used with permission of the author and NCSS. 40
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 and 14: ESSENTIAL QUESTIONS THAT WILL FOCUS
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
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
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Page 36 and 37: ESSENTIAL QUESTIONS THAT WILL FOCUS
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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
Page 48 and 49: Unit 2—Handout 6―3 Alternative
Page 50 and 51: Unit 2—Handout 8 VIOLENCE HATE PR
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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
Page 71 and 72: Unit 3—Handout 2-1 Examine the th
Page 73 and 74: Unit 3 Handout 3-3—#1 Examine car
Page 75 and 76: Unit 3—Handout 5 Bushidō 68 hubp
Page 77 and 78: Unit 3—Handout 7 brookdalecc Stud
Page 79 and 80: Tora! Tora! Tora! (1970). DVD. 20th
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Page 87 and 88: Unit 4—Handout 2 Historical Backg
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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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