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Those looted books are now housed in libraries in Japan, the best libraries in the world for the study of Asian culture. Scholars from China must go to Japan to study their country’s looted books. In this unit, students will read testimonies of Nanking survivors, see their photos, and in some cases, even listen to their tales about the brutality of the Japanese Imperial Army in Nanking in 1937 and 1938. The purpose of this unit is to inform students of this signifi cant episode of World War II in China—The Nanking Massacre. cnd.org/njmassacre freerepublic.com 75
The Nanking Massacre and Other Japanese Military Atrocities, 1931-1945 Unit 4—The Nanking Massacre, December 1937―February 1938 BRIEF SUMMARY OF UNIT: Students will study the events of the Nanking Massacre. LINK TO CONTENT STANDARDS: See Appendix C for the common core standards for Writing, Reading, Language, and Speaking and Listening in Social Studies. 5.4.8.G.2 Investigate a local or global environmental issue by defi ning the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefi ts and risks of alternative solutions. 6.1.12.A.11.a Evaluate the effectiveness of international agreements following World War I in preventing international disputes during the 1920s and 1930s. 6.1.12.A.11.b Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time. 6.1.12.A.11.d Analyze the decision to use the atomic bomb and the consequences of doing so. 6.1.12.A.11.e Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides. 6.1.12.B.11.a Explain the role that geography played in the development of military strategies and weaponry in World War II. 6.1.12.D.11.a Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II. 6.2.12.A.4.c Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma (gypsies), and Jews, as well as the mass exterminations of Ukrainians and Chinese. 6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues. 6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights. 6.2.12.B.4.b Determine how geography impacted military strategies and major turning points during World War II. 6.2.12.C.1.a Compare and contrast the economic policies of China and Japan, and determine the impact these policies had on growth, the desire for colonies, and the relative positions of China and Japan within the emerging global economy. 6.2.12.C.4.c Assess the short- and long-term demographic, social, economic, and environmental consequences of the violence and destruction of the two World Wars. 6.2.12.D.4.i Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved. 8.1.8.E.1 Gather and analyze fi ndings using data collection technology to produce a possible solution for a content-related or real-world problem. 8.2.8.C.2 Compare and contrast current and past incidences of ethical and unethical use of labor in the United States or another country and present results in a media-rich presentation. 76
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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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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 46 and 47: Unit 2—Handout 6―1 LABELING POT
Page 48 and 49: Unit 2—Handout 6―3 Alternative
Page 50 and 51: Unit 2—Handout 8 VIOLENCE HATE PR
Page 52: DVDs American Justice. “War Crime
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Page 57 and 58: Japan so desperately needed to dest
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Page 61 and 62: Unit 3—Handout 1 Nationalism, Mil
Page 63 and 64: Unit 3—Handout 2-1 Japanese Moder
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
Page 89 and 90: Unit 4—Handout 4 82 google images
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Page 93 and 94: Unit 4—Handout 7 Read the followi
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Page 101 and 102: Unit 4—Handout 12 The Ambassador
Page 103 and 104: Unit 4—Handout 13 Survivor Testim
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Page 113 and 114: Unit 4—Handout 18 Questions for D
Page 115 and 116: 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
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Page 128 and 129: Unit 5—Handout 2 Survivor Testimo
Page 130 and 131: Unit 5—Handout 3 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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Unit 6—Handout 3 Survivor Testimo
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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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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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SUGGESTED SEQUENCE OF LEARNING ACTI
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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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SUGGESTED SEQUENCE OF LEARNING ACTI
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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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