Download - Canada ALPHA

ESSENTIAL QUESTIONS
THAT WILL FOCUS
TEACHING AND
LEARNING:
• Students will develop a
chronology of the events
prior to and during the
Nanking Massacre.
GUIDING QUESTIONS:
• What were the pre-conditions
of the massacre at Nanking?
• What happened during the
attack on Nanking?
• What was the International
Safety Zone?
• What was the world’s
response to the massacre?
ESSENTIAL KNOWLEDGE,
SKILLS, AND ENDURING
UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
• The chronology of the Nanking
Massacre.
• The historical fi gures associated with
the massacre.
• Why the Japanese army behaved with
such apparent barbarism in seizing
places like Nanking.
• Those who created the International
Safety Zone.
B: STUDENTS WILL
UNDERSTAND THAT:
• The Nanking Massacre was not the
only city in China where citizens were
massacred.
• During the Nanking Massacre there
were “upstanders” and rescuers.
C: STUDENTS WILL BE ABLE
TO:
• Identify the importance of eyewitness
testimony in the study of the
Nanking Massacre.
• Discuss the genocidal nature of the
massacre.
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ASSESSMENT (EVIDENCE
OF KNOWLEDGE AND
UNDERSTANDING):
STUDENTS WILL:
• Discuss the reasons the Nationalist
governments was not better
prepared to withstand the Japanese
attack on its capital city.
• Discuss what Japan hoped to
accomplish in China.
• Upon completion of this lesson,
students should be able to use the
documents they read for this lesson
to write a fi ve-paragraph essay in
response to the following question:
Did U.S. policy toward East Asia
in the 1930s forestall or hasten war
with Japan?
• Students should be able to identify
and explain the signifi cance of
the Anti-Comintern Pact, the
Panay Incident, and the Nanking
Massacre.
• Discuss the response of President
Roosevelt to the sinking of the
U.S.S.Panay.
• Students should be able to locate the
following on a blank map of East
Asia:
• Peking (Beijing)
• Shanghai
• Nanking
• Chungking