Unit+III+Conflict+in+the+Pacific

This unit will focus on the rise of Imperial Japan. How it impacted on its neighbors, Korea and China. As well we will look at the events which led to the Second Sino-Japanese War (1937) and the expansion of it into the rest of East Asia and the Pacific. Finally, we will be examining the causes, course and consequences of the Korean War. Read: Introduction and Chapter 1 of //The Rape of Nanking (RON)//

__Lesson 1__

Korea under Japanese Rule
Start a new document in the shared folder. Name it: A Journal 2 Last Name, First Name as it is in powerschool (name you go by) Journal Entry #1
 * If you lived in Korea in the early 20th century do you think you would actively fight against the Japanese? Or would you be more likely to work with them? Explain.**

DBQ: Open a new document in your shared folder for the following. Name it : (your block) Last name, First name Japanese Occupation DBQ Questions and Essay

After reading the documents (see handout) and answering the questions, summarize what you learned by writing a short essay (approximately 1 page double spaced) responding to the following questions. Refer to passages from the documents in your response. Point value: x/46 (two points per question and twenty points for the essay - 10 points per question below) Project Grade.


 * What were the political, economic, and social changes that occurred during this period? **
 * What was the impact of these changes on the Korean people? **

Homework: The essay and the questions above are due next class. Read Introduction and Chapter 1 of Rape of Nanking (RON)

__Lesson 2__

The Beginnings of the Second Sino-Japanese War (the Manchurian Crisis)
The year is 1931, several international agreements and events have occurred since the end of World War I. Some of those sought to create a more peaceful world, and some of those were just simply up-setting to some powers in the world, namely Japan. Begin by addressing the reading below for your journal.

Journal Entry #2 Read //[|Illusions of the White Race]// by Okuma Shigenobu Respond to question 1-4 in your journal. There are two versions in the document. I would suggest your using the first (the shorter) to get the idea of what the author's message is. If you so desire, read the longer one.

In Class Activity Begin by making sure you know a little bit about the following events which help shape Japan's attitude and foreign policy goals.
 * Open-Door Policy (US policy regarding China)
 * Treaty of Versailles 1919
 * Anti-Asian Immigration Policy (USA & Canada) 1924
 * Washington Naval Conference 1923
 * Nine Power Treaty
 * Removes Japan from keeping the Shantung area of China that she had won as a consequence of fighting against the Germans in East Asia. It was once a German concession.
 * N.B. the Kellogg-Briand Pact (1929) was an international agreement which ultimately forbade the use of 'aggressive war' (However that be defined)

INDIVIDUAL EFFORT - Using the handout given to you in class.
 * 1) Go to [|America on the Sidelines] Asian Theater and go through the interactive game. Take notes as you do regarding action to take and not take.
 * 2) Read about the [|Stimson Doctrine] ( from Secretary of State Henry Stimson)

__Lesson 3__ Journal Entry #3 (This goes into your NEW Journal 2, labeled as per usual) How should the international community react to an aggressor nation that violates the national sovereignty of another nation by invading it militarily? 7 minutes of time. Video - //The Rape of Nanking//
 * 1) In your group come up with a solution to the problem involving action to be taken by (or no action) the League of Nations:
 * 2) [|The League of Nations and the Manchurian Crisis]

__Lesson 4 (This will take three to four classes)__ Part I Journal Entry #4 (This goes into your NEW Journal 2, labeled as per usual) Are there rules for war? If there are rules for war, who makes them? Who ensures that the rules are followed? What happens if the rules are not followed?

Part II //Share your answers from the Journal Entry #4 with your group// (Groups will have been assigned). Form a document using Google Doc that you will share your collective responses to these questions with me. You're seeking to find a consensus - a point to which you all agree to the Journal #4 Questions. Then, with your group read through Handout 1.1 //War Crimes and International Law//. A more detailed document appears in the [|International Red Cross] web site. Now that you have this document in your hands, consider your group's decision on the aforementioned questions. //Are there any changes that you wish to make?// Again, let me know.

Video viewing - //Rape of Nanking//
Part III Looking into the War Crimes of the Japanese Imperial Army

This marks the true start to our focus and why we are using the book //Rape of Nanking//. We will now begin to examine Japan's war crimes. Naturally this is a challenging part of the course and what you will read and have read (and watched on the video) may have been very upsetting to you. The revelation of crimes is essential if we are to proceed to take the right action and have the right mind in resolving the issues revealed in these crimes.

Look at the Handouts 2.2 //The Rape of Nanking and Other Atrocities,// 1.3 //Nanking Massacre//, and 1.4 //Sexual Slavery//.

Groups then will create a chart using Google Doc (shared and shared with me) whereby you identify **at least four war crimes** (bonus marks for each additional crime) committed by Japan and the international laws which oppose those crimes.

Journal #5: Defend the actions of the Japanese in Nanking. (was written on board)

Journal #6: What can we learn about a people when we judge their history books to see what they include and omit about history in them? Why might this be an important issue?

Video - complete //The Rape of Nanking.//
Part IV Finale

Fishbowl Discussion (Socratic Seminar)

I.) Preparation.

To prepare for our discussion each group will have the remainder of this class and about one half hour of next to generate some ideas to the directing questions below. These should act as a review for you. The same system of grading will be used for this and will be prepared ahead of the date for the Fishbowl Discussion on Japan's War Crimes. Some - not necessarily 'all' - of these questions should be addressed in your fishbowl.


 * 1) Identify some of the problems and issues of atrocities.
 * 2) What concerns you most of the atrocities described in the articles and in RON? Explain your reasons?
 * 3) How did those that set up the International Safety Zone try to help the people of Nanking? What possible risks did the members of the Safety Zone face? How do you think you would react in this situation?
 * 4) Think about all of the atrocities described. What would allow such atrocities to happen?
 * 5) What lessons can be learned from the study of these historical events?
 * 6) How do we decide guilt in the case of war crimes? Who has the right to forgive a person for crimes they committed during a conflict?

II.) Presentation of discussion.


 * We have six groups presenting. The first 20 minutes of class on this day will be allocated to having Group 1 discuss while Group 2 evaluates (10 minutes each). The same goes for Groups 3 & 4, 5 & 6.
 * These discussions will be going on simultaneously. Then we will bring the entire class together for the the next 10 (or more minutes).
 * Finally, I will be asking that you do a little self-assessment of your preparation and performance in this fishbowl.

=Additional Information in Preparation for the Fishbowl Discussion= Korean Involvement in World War II Some Korean people had a role to play within the Japanese military. Below are some links to some sources of information. Have a look at the wikipedia site (I know, we should not be using this as a source for academic work, but it is a place to start). There is not a lot of readily available material on this topic on the internet - at least in the short period of time I allocated to research. That said, though, there is sufficient reason to conclude that participation by some Korean men in the Japanese military resulted in their being tried, and in some cases convicted of war crimes (Class B and C primarily).
 * [|Korea Under Japanese Rule] - Go directly to the portion labeled // "Koreans in the Japanese Military" //


 * ** [|Recent Developments in Korean-Japanese Historical Reconciliation] - Go directly to ** // "Remaining Korean War Criminals Struggle to Find Their Way in Society" //


 * [|The Marmot's Hole] - This is a blog (Blogs are opinions, but the links on this site are to Korean news which describes the Korean Truth Commission which ultimately cleared many Korean war criminals in 2006. This, no doubt, created (still creates?) quite a stir among some. Your feelings regarding this should also be examined during your Fishbowl discussion.


 * [|Mochi Thinking] - This is another blog (my apologies) the author, though, presents a well articulated argument against the Truth Commission's decision to clear those Korean men that were convicted of war crimes. His writing is sound and he has no bones to pick with Koreans per se (something I cannot say about the author of the Marmot's Hole). That said, though, he provides what I feel is a balanced perspective on the culpability of some who served in the Japanese Imperial Army.

// I sincerely want you to thoroughly digest the information presented in these website for two very important reasons. First, you need to examine war crimes and how we decide on guilt. Here lies one of our biggest challenges; Could Koreans in the Japanese military actually be found guilty of crimes when they were possibly coerced into joining the Japanese military? Second, the seeds of the Korean War were sown during the Japanese Annexation of Korea. What began in 1910 fomented diverse Korean responses as expressed by communist nationalists and right-wing nationalists. It is all too easy to simply blame the division of the peninsula on Soviet and American policies. Certainly this is true, but to assume that in their absence the post-colonial period in Korea would have been peaceful and unified doesn't follow from the animosities generated during the colonial period and especially during the Second Sino-Japanese War. Thus, to understand the causes of the Korean War you must know about this era. //

Lesson V: The Bombing of Pearl Harbor to The End of World War II (in the Pacific)

Journal Entry #8 (New series) According to Catholic Theologians, was Japan's choice to go to war against the USA just? Explain __by referring to the handout given last class,__ or to wikipedia's page on [|Just War Theory] This will go into your Journal #2.

For Homework - Read the two articles, [|Japan's Quest for Power] BE PREPARED TO ANSWER THE QUESTIONS POSTED AFTER EACH READING. See groupings for you class to see who you are going to cooperate with.


 * ===Group=== || Question to answer from "The World at War: 1931-45" || Question to answer form "Japan and the United States at War: Pearl Harbor, August 1941" ||
 * 1 || 1 || 1 ||
 * 2 || 2 || 2 ||
 * 3 || 3 || 3 ||
 * 4 || 4 || 5 ||
 * 5 || 5 || 6 ||
 * 6 || 6 || 7 ||
 * N.B. There are a few typos on these documents. See if you can find them. Bonus points for your group.
 * The oldest person in your group will have to stand and explain the answers to the rest of the class.

Lecture on the War in the Pacific

= = **End of World War II in the Pacific** The Korean War
 * [[image:splashman/547.jpg width="400" height="402" align="center" caption="547.jpg"]] ||
 * Rhee Syngman, General Douglas MacArthur, General Hodge ||

__Introduction__
The Korean has great significance to our studies for a few reasons. It was the first conflict involving the United Nations as a 'peace making' force. This truly was significant because one of the failures identified for the fall of the League of Nations was its lack of taking definitive action against agressor nations such as Japan (see above). As well, Korea represented one of those places that actually became a 'hot war' during the Cold War. It was, in no small way, a war fought by or for the super-power rivals of the Cold War, the USA and the Soviet Union. Essentially the Korea War is referred to as a [|proxy war] of sorts. It is a war where a super-power fights an ally of its opposing rival. The Vietnam War is a better example of this, though. As well, the Korean War was also a[| limited war]. That is, despite the threats otherwise to make this a far larger war in scope and character by some leaders in it, i.e. General Douglas MacArthur, the war was almost exclusively fought on the Korean peninsula. Finally, and for some of you, most importantly, this is a war that separated brother from brother. A war that destroyed trust and a chance for harmonized economic, political and social growth as a unified state of the Korean people. The scars of it are felt to this very day in the hearts and minds of the Korean people whether they a north or south of the DMZ. It was a war that, whether one agrees with it or not, shapes the attitudes and beliefs of millions of people on either side of the demilitarized zone, and also of the countless others who seek to understand contemporary Korean culture and society.

Lesson 1 Opening Lesson of the Korean War - //See What You Know About the Korean War//

Journal Entry #9 “Describe the ideal experiences that a leader of a newly independent Korea should have.”

Political Cartoons. (Handout) As a group do the following for each of the political cartoons. This is meant as an introduction.
 * 1) Describe what you see. Give a literal description of everything in the cartoon so that someone reading your description without seeing the cartoon could picture.
 * 2) Identify any words, or numbers. Do you know what they mean?
 * 3) Symbols. What element of the cartoon do you think are meant to be symbolic? Do you recognize/understand the symbolism?
 * 4) Evaluate. What is the cartoon illustrating? What is the message?

Background to the Korean War Role Play Activity (Handout)

Homework: Read pages 376-378 in //The Pacific Century// As you are reading answer the following. Put your answers into a Google Doc (Title: "Transfer of Power")
 * 1) What were the social classes in Korea in 1945?
 * 2) What was the difference between the left and right sides of the political spectrum? Who was part of each group?
 * 3) What was the position of communists at that time?
 * 4) Who were Song Chin-u and Yo Un hyong?
 * 5) What was the CPKI?
 * 6) What were "people's committees"?
 * 7) What was the KPR? What are the different interpretations of the KPRs role?

Lesson 2 Background to the Korean War Activity Continued (Handout) //Winning Over (or Not) The Americans// USAMGIK - United States of America Military Government in Korea

Lesson 3 Journal #10 To what extent do you agree or disagree with the following statement? (TWEDYAWITS) //The USAMGIK did not understand Korean culture and the Korean people as well as they should have, and thus made an error in supporting Syngman Rhee.// Watch the following video [|Timeline of the Korean War]

IN CLASS ACTIVITY: UNSC REACTION (Handout)

Homework Watch the video segment below and complete the handout given to you in class media type="youtube" key="UV6mtuhfQ94" height="315" width="420"

Lesson 4 Korean War Review media type="custom" key="22660506"