2017 California History-Social Science Framework
“Comfort Women” Passage
Opening question
The 2017 California History-Social Science (H-SS) Framework includes content on “comfort women.”[1] The inclusion and acknowledgement of this history signifies the need to learn from this crime against humanity in relation to World War II in Asia, as well as to consider its relevance in the past and present. The draft adopted on July 14, 2016 added a link to the 2015 “comfort women” agreement from the Japanese Ministry of Foreign Affairs (MOFA). Since the agreement is presented in the passage as “final and irreversible,” it can mislead educators into believing that the matter has been settled unequivocally, while in reality this agreement excluded the views of victims and was made in secret as the Special Task Force of South Korea reported on December 27, 2017.
The final draft of the passage published in 2017 includes links to both the Japanese and South Korean MOFA sites, however, the South Korean MOFA website only displays the message: “The website addresses of the Korean Embassies and consulates have been recently changed. Thank you.”
The correct Special Task Force report link from the South Korean MOFA regarding the 2015 agreement, released in December 2017 is: http://www.mofa.go.kr/eng/brd/m_5674/view.do?seq=319622
In spite of the added links from the South Korean and Japanese MOFAs, the final draft of this passage, which is placed in the 10th grade 2017 H-SS Framework section 10.8, Causes and Consequences of WWII, after the question “How was the war mobilized on different fronts?” (p. 353), is an excellent starting point for teaching students about the devastating impact of WWII in Asia. This topic provides 1) more comprehensive historical understanding of WWII in different Asian countries where many California students’ families are from 2) awareness of women's rights and dignity in the context of institutionalized sexual slavery and 3) examples of the impact of civic engagement, including strengthening the #MeToo movement. Compared to drug and gun trades, which are on a one-time basis, sex trafficking is considered more “profitable” because the victims remain captive and at the mercy of the traffickers’ demands. Consequently, girls and women are extremely vulnerable targets in both armed and non-armed conflict areas. The fact that such inhumane crimes continue to destroy girls’ and women's lives makes this topic gravely important and critically relevant to teach in today's classrooms.
1) Proposed Draft before July 14, 2016
“Comfort Women”, a euphemism for sexual slaves, were taken by the Japanese Army in occupied territories before and during the war. “Comfort Women” can be taught as an example of institutionalized sexual slavery, and one of the largest cases of human trafficking in the twentieth century; estimates on the total number of comfort women vary, but most argue that hundreds of thousands of women were forced into these situations during Japanese occupation.
2) Adopted Draft on July 14, 2016
“Comfort Women,” a euphemism for sexual slaves, were taken by the Japanese Army in occupied territories before and during the war. “Comfort Women” can be taught as an example of institutionalized sexual slavery; estimates on the total number of comfort women vary, but most argue that hundreds of thousands of women were forced into these situations during Japanese occupation. On December 28, 2015, the Government of Japan and the Republic of Korea entered into an agreement regarding the issue of comfort women. This document can be found at http://www.mofa.go.jp/a_o/na/kr/page4e_000364.html
3) Published Draft, June 2017
“Comfort Women” is a euphemism that describes women who were forced into sexual service by the Japanese Army in occupied territories before and during the war. Comfort Women can be taught as an example of institutionalized sexual slavery; estimates on the total number of Comfort Women vary, but most argue that hundreds of thousands of women were forced into these situations during Japanese occupation. On December 28, 2015, the governments of Japan and the Republic of Korea entered into an agreement regarding the issues of Comfort Women. Two translations of this document can be found at http://www.mofa.go. jp/a_o/na/kr/page4e_000364.html (accessed June 29, 2017) and http://www.mofa. go.kr/ENG/press/ministrynews/20151228/1_71575.jsp?menu=m_10_10 (accessed June 29, 2017).
Question for further reflection
Using Framework to Teach “Comfort Women” History and Issues
The 2017 California H-SS Framework[2] strongly emphasizes providing greater content knowledge; inquiry-based critical thinking skills in connection with multiple disciplines; stronger literacy skills; and citizenship that promotes human rights and democratic values in the History and Social Sciences curriculum. In terms of content knowledge, the framework encourages more inclusive history curriculum, reflective of California’s rich diversity. According to the California History-Social Science Project, a lead author of the new H-SS Framework, 21.6 percent of the total school enrollment in California’s public schools (2012-13) was classified as English learners. This signifies how necessary it is to provide students with more content-specific informational texts that are relevant to and reflective of diverse populations. The history of “comfort women” included in the 10th grade 2017 HSS Framework is relevant to tragedies we see today. The tragedies that befell “comfort women” also befell black female slaves in Tuskegee as well as women in many countries including Bangladesh, Rwanda, and Uganda. Human trafficking and sexual slavery are currently affecting Yazidi, Rohingya, and Haiti girls and women. In order to study this history in relation to today and with a more inclusive curriculum, this resource guide provides teachers with primary and secondary resources, questions, and relevant topics to encourage students to develop their analytical and critical thinking skills as well as comparative thinking strategies. By comparing and contrasting causes and consequences of war crimes; the vastly different historical accounts of the perpetrators versus the victims; and the political interests of countries involved—students will develop historical thinking skills, a deeper understanding of the issues and realize the importance of civic engagement.
Although “Comfort women” history and issues can be taught solely as one example of total war and war mobilization, the significance of this dehumanizing, yet unresolved, history makes this an excellent juncture for relating to multiple disciplines and other grade levels, including college. The historical background on “comfort women” history, the primary and secondary source documents, and victims’ testimonies should aid this process. Based on the “comfort women” passage in the framework, educators can use the following questions specifically addressing the “comfort women” system, as well as the “Central Themes and Research Topics,” to plan their lessons, units, or courses. The “Central Themes and Research Topics” examine the impact of imperialism on human rights and history. These intersecting issues are further broken down into the following themes and topics: imperialism, discrimination, and denial of the Japanese military sexual slavery.
[2] California Department of Education History Social Science Framework for California Public Schools: Kindergarten Through Grade Twelve, Sacramento, 2017.
[3] Yoshiaki, Yoshimi. Comfort Women, Columbia University Press, 2000, pp.65-75
“Comfort Women” Passage
Opening question
- What should be the criteria for determining what goes into a textbook? Should politics influence this decision? Why or why not? How do we keep educational resources up to date?
The 2017 California History-Social Science (H-SS) Framework includes content on “comfort women.”[1] The inclusion and acknowledgement of this history signifies the need to learn from this crime against humanity in relation to World War II in Asia, as well as to consider its relevance in the past and present. The draft adopted on July 14, 2016 added a link to the 2015 “comfort women” agreement from the Japanese Ministry of Foreign Affairs (MOFA). Since the agreement is presented in the passage as “final and irreversible,” it can mislead educators into believing that the matter has been settled unequivocally, while in reality this agreement excluded the views of victims and was made in secret as the Special Task Force of South Korea reported on December 27, 2017.
The final draft of the passage published in 2017 includes links to both the Japanese and South Korean MOFA sites, however, the South Korean MOFA website only displays the message: “The website addresses of the Korean Embassies and consulates have been recently changed. Thank you.”
The correct Special Task Force report link from the South Korean MOFA regarding the 2015 agreement, released in December 2017 is: http://www.mofa.go.kr/eng/brd/m_5674/view.do?seq=319622
In spite of the added links from the South Korean and Japanese MOFAs, the final draft of this passage, which is placed in the 10th grade 2017 H-SS Framework section 10.8, Causes and Consequences of WWII, after the question “How was the war mobilized on different fronts?” (p. 353), is an excellent starting point for teaching students about the devastating impact of WWII in Asia. This topic provides 1) more comprehensive historical understanding of WWII in different Asian countries where many California students’ families are from 2) awareness of women's rights and dignity in the context of institutionalized sexual slavery and 3) examples of the impact of civic engagement, including strengthening the #MeToo movement. Compared to drug and gun trades, which are on a one-time basis, sex trafficking is considered more “profitable” because the victims remain captive and at the mercy of the traffickers’ demands. Consequently, girls and women are extremely vulnerable targets in both armed and non-armed conflict areas. The fact that such inhumane crimes continue to destroy girls’ and women's lives makes this topic gravely important and critically relevant to teach in today's classrooms.
1) Proposed Draft before July 14, 2016
“Comfort Women”, a euphemism for sexual slaves, were taken by the Japanese Army in occupied territories before and during the war. “Comfort Women” can be taught as an example of institutionalized sexual slavery, and one of the largest cases of human trafficking in the twentieth century; estimates on the total number of comfort women vary, but most argue that hundreds of thousands of women were forced into these situations during Japanese occupation.
2) Adopted Draft on July 14, 2016
“Comfort Women,” a euphemism for sexual slaves, were taken by the Japanese Army in occupied territories before and during the war. “Comfort Women” can be taught as an example of institutionalized sexual slavery; estimates on the total number of comfort women vary, but most argue that hundreds of thousands of women were forced into these situations during Japanese occupation. On December 28, 2015, the Government of Japan and the Republic of Korea entered into an agreement regarding the issue of comfort women. This document can be found at http://www.mofa.go.jp/a_o/na/kr/page4e_000364.html
3) Published Draft, June 2017
“Comfort Women” is a euphemism that describes women who were forced into sexual service by the Japanese Army in occupied territories before and during the war. Comfort Women can be taught as an example of institutionalized sexual slavery; estimates on the total number of Comfort Women vary, but most argue that hundreds of thousands of women were forced into these situations during Japanese occupation. On December 28, 2015, the governments of Japan and the Republic of Korea entered into an agreement regarding the issues of Comfort Women. Two translations of this document can be found at http://www.mofa.go. jp/a_o/na/kr/page4e_000364.html (accessed June 29, 2017) and http://www.mofa. go.kr/ENG/press/ministrynews/20151228/1_71575.jsp?menu=m_10_10 (accessed June 29, 2017).
Question for further reflection
- Other than the added link from the Japanese MOFA, how is the content of the first draft on “comfort women” proposed for the 2017 History Social-Science Framework different from the final draft published in the framework?
Using Framework to Teach “Comfort Women” History and Issues
The 2017 California H-SS Framework[2] strongly emphasizes providing greater content knowledge; inquiry-based critical thinking skills in connection with multiple disciplines; stronger literacy skills; and citizenship that promotes human rights and democratic values in the History and Social Sciences curriculum. In terms of content knowledge, the framework encourages more inclusive history curriculum, reflective of California’s rich diversity. According to the California History-Social Science Project, a lead author of the new H-SS Framework, 21.6 percent of the total school enrollment in California’s public schools (2012-13) was classified as English learners. This signifies how necessary it is to provide students with more content-specific informational texts that are relevant to and reflective of diverse populations. The history of “comfort women” included in the 10th grade 2017 HSS Framework is relevant to tragedies we see today. The tragedies that befell “comfort women” also befell black female slaves in Tuskegee as well as women in many countries including Bangladesh, Rwanda, and Uganda. Human trafficking and sexual slavery are currently affecting Yazidi, Rohingya, and Haiti girls and women. In order to study this history in relation to today and with a more inclusive curriculum, this resource guide provides teachers with primary and secondary resources, questions, and relevant topics to encourage students to develop their analytical and critical thinking skills as well as comparative thinking strategies. By comparing and contrasting causes and consequences of war crimes; the vastly different historical accounts of the perpetrators versus the victims; and the political interests of countries involved—students will develop historical thinking skills, a deeper understanding of the issues and realize the importance of civic engagement.
Although “Comfort women” history and issues can be taught solely as one example of total war and war mobilization, the significance of this dehumanizing, yet unresolved, history makes this an excellent juncture for relating to multiple disciplines and other grade levels, including college. The historical background on “comfort women” history, the primary and secondary source documents, and victims’ testimonies should aid this process. Based on the “comfort women” passage in the framework, educators can use the following questions specifically addressing the “comfort women” system, as well as the “Central Themes and Research Topics,” to plan their lessons, units, or courses. The “Central Themes and Research Topics” examine the impact of imperialism on human rights and history. These intersecting issues are further broken down into the following themes and topics: imperialism, discrimination, and denial of the Japanese military sexual slavery.
- Who were “comfort women”?
- What was their socio-economic status?
- Are the disparities between rich and poor narrowing or widening today? How do these disparities affect society at large?
- How were “comfort women” forced into the state-sponsored military sexual slavery system?
- Why was there a military sexual slavery system?
- What were the living conditions of “comfort women”?
- Where were they from?
- What values were lacking among the soldiers and leaders who organized, operated, and used the military sexual slavery system? Why do you think these values were absent?
- What was their socio-economic status?
- Why did the Japanese Imperial Armed Forces run the “comfort stations” throughout Asia?
- Yoshimi Yoshiaki said that according to the Japanese Armed Forces, “comfort stations” were established to reduce the random sexual assault of villagers in occupied nations, the spread of STIs among soldiers, and espionage, as well as provide comfort to the troops.”[3]
- How do patriarchal judgments of female worth relate to the above reasoning?
- What happened to “comfort women” during and after WWII, a total war with the highest death toll in history?
- How does war impact human behavior? Consider these key distinctions: history versus propaganda and national chauvinism versus patriotism. How do cycles of discrimination, oppression, and violence manifest in war?
- What is the significance of evidence against perpetrators?
- How were various pieces of evidence discovered?
- What is the significance of primary and secondary sources?
- How has the Japanese government taken different positions regarding this history, and what is the Abe administration’s approach?
- How do Japan’s efforts to expunge the identities of those they colonized relate to America’s violence against indigenous people?
- What specific skills do you find most useful to gain a deeper and comprehensive understanding of evidence?
- What is the significance of the 2017 H-SS Framework mentioning the agreement that has been denounced by the victims?
- What is the difference between a political resolution and a human rights resolution?
- What is power? How is it used in politics and in local and global economies?
- What are the challenges in arriving at a shared understanding of history?
- What is the legacy of victims?
- What is the significance of learning this history?
- unresolved issues continue to affect our world
- victims and their supporters can and do make change
- What are some ways for us to support their fight for finding justice?
- What do you think is the responsibility of the educated?
- What would you do if your values conflict with the interests of the state or your government?
- What is the relationship between Hak-Soon Kim’s testimony in 1991 and the #MeToo movement?
- What can we do to promote peace to prevent war?
- What are some of the reasons that countries start and engage in war?
- What does war achieve? Who usually benefits the most?
- Why did imperial powers expand their empires?
- How did the Japanese government justify its invasion of neighboring countries to its own people? What were the actual reasons for their invasion of neighboring countries?
- In addition to the military sexual slavery system, what are other war crimes Japan committed against humanity?
- How do the experiences of Yazidi and Rohingya girls differ from those of Japanese military sex slaves before and during WWII?
- How is everyone connected with war and the victims of sexual violence directly and indirectly?
[2] California Department of Education History Social Science Framework for California Public Schools: Kindergarten Through Grade Twelve, Sacramento, 2017.
[3] Yoshiaki, Yoshimi. Comfort Women, Columbia University Press, 2000, pp.65-75
