“comfort women” History and Issues
Introduction
The study of history connects us to our past, enables us to assess the present, and guides us forward; it provides students with a framework and tools to understand the world, examine the role each person plays, and decide how they want to have an impact. History often records the voices of the powerful, while ignoring those of marginalized populations. We can address these severe disparities by critically examining information from multiple sources, making historical connections through inquiry-based learning, and drawing our own conclusions based on evidence and reasoning.[1] Students will gain a deeper and broader understanding of history and have the opportunity to reflect on their values and choices for today and tomorrow. With a deeper and broader understanding of history, students will have the opportunity to reflect on their values and choices for today and tomorrow.
The mission of the Education for Social Justice Foundation (ESJF) is to provide education on past injustices that have been relegated to the sidelines of history. This publication is dedicated to the history of “comfort women” and related issues.
Although the term “comfort women” ignores the atrocious and inhumane reality of Japanese military sex slaves, this term for the victims was in common use for decades. This resource guide uses the terms “comfort women” and Japanese military sex slaves interchangeably. To indicate the dehumanizing nature of the term, “comfort women” is enclosed in quotes.
Japanese military sexual slavery was established and operated by the Japanese Imperial Armed Forces from the 1930s until the end of World War II. This system forced an estimated 200,000 girls and women from at least thirteen Asian countries into military sexual slavery. The United Nations Commission on Human Rights has defined Japanese military sexual slavery as a crime against humanity. While some may argue that sexual violence is common during wars, the massive scale and chillingly methodical nature of Japanese military sexual slavery, and, most disturbingly, the mass murder of many victims, makes it one of the most profound instances of human rights violations in history. These victims, the majority of whom were the most vulnerable of society, are still waiting for an official apology and reparations from the Japanese government.
The history of “comfort women” has been ignored and misrepresented. The Japanese military sexual slavery system resulted in numerous human rights violations and needs to be studied in the context of high death tolls in WWII, imperialism, nationalism, race, discrimination, religion, status of women, and undelivered justice. This complex topic can be highly controversial because Japan’s official position on the “comfort women” system does not reflect the views and experiences of the victims and, in fact, masks or denies this human tragedy. Also, some erroneously believe that “comfort women” issues are political issues between Korea and Japan. Not so; these issues are about widespread human rights violations throughout Asia. The factors that fostered the “comfort women” system in the ‘30s and ‘40s still persist today. To demonstrate its contemporary relevance, this book focuses on the history of “comfort women” from the 1990s to present.
In order to increase students’ active historical and civic engagement consistent with inquiry-based learning, each sub-section of this guide begins and ends with open-ended questions for students to reflect upon. Aligned with the Common Core Standards, the History-Social Science Content Standards for California Public Schools (K-12), and 2017 California H-SS Framework, this guide provides central themes for teachers to plan their courses, units, and lessons, as well as in-depth research topics for students to further their research, reading, and expository writing skills. Comparative thinking strategies are heavily incorporated into this book, prodding students to ask questions, think, and rethink. This non-European topic can provide students with a more balanced world view. These previously ignored stories are brought to life by the victims’ courage and resilience, which are strengthened by supporters from international communities.
This publication, “Comfort Women” History and Issues: Teachers’ Resource Guide, Third Edition, is part of an ongoing effort to provide education on Japanese military sexual slavery. It is comprised of five main parts: 1) the historical context of teaching “comfort women” history through classroom instruction and memorial installation; 2) reflections from former San Francisco City Supervisor Eric Mar, who proposed a resolution to install a memorial for “comfort women,” and from sculptor Steven Whyte, who designed the Women’s Column of Strength and gallery director Ellen Wilson; 3) primary source documents; 4) victims’ testimonies; and 5) lesson plans.
To ensure that students develop a comprehensive and accurate understanding of “comfort women” history, this publication—in addition to providing content knowledge—provides primary source materials with background information. The victims’ testimonies from Korea, China, Indonesia, and the Philippines encourage students to critically examine the socioeconomic, political, and cultural factors that resulted in women and girls, mostly from poor families, trapped into becoming “comfort women.” The primary source documents along with the victims’ testimonies will enable students to draw their own conclusions about this state-operated military sexual slavery system. In this process, students will develop their analytical, critical, and comparative thinking skills. Secondary source documents such as textbooks, history books, commentaries, and newspaper articles, listed in the reference section, are woven into the content and lesson plans. These resources provide a more complete understanding of this highly complex subject that continues to have major repercussions today.
Lesson plans were developed by Christina Tang, Faye Kwan, and Erin Hanlon, active Bay Area history teachers who are committed to teaching the history of marginalized populations. Together with dedicated teachers, parents, and advocates, Education for Social Justice Foundation (ESJF) has distributed “Comfort Women” History and Issues: Teacher Resource Guide in SFUSD in spring 2018.
Parents and educators developed activity sheets to reinforce and integrate learning. Supplemental materials include a maze incorporating various symbols representing Japanese war crimes, a back-to-back sheet of quick facts on military sexual slaves and a map that can be used as a paper fortune teller origami activity, along with a 2015 “comfort women” agreement worksheet, and puzzles.
This resource guide is the culmination of community collaboration. Without the input of other justice-seeking individuals, both here and abroad, it would not have come to fruition. Education has always been a pillar for human progress. ESJF hopes that this publication can help students increase their historical and social awareness, standing together for peace and justice.
[1] These skills are part of historical thinking skills. For more information, refer to Holt, Thomas. Thinking Historically: Narrative, Imagination, and Understanding, New York: College Entrance Examination Board, 1990.
Sung Sohn, M.Ed.
Co-Founder & Executive Director
Education for Social Justice Foundation
The mission of the Education for Social Justice Foundation (ESJF) is to provide education on past injustices that have been relegated to the sidelines of history. This publication is dedicated to the history of “comfort women” and related issues.
Although the term “comfort women” ignores the atrocious and inhumane reality of Japanese military sex slaves, this term for the victims was in common use for decades. This resource guide uses the terms “comfort women” and Japanese military sex slaves interchangeably. To indicate the dehumanizing nature of the term, “comfort women” is enclosed in quotes.
Japanese military sexual slavery was established and operated by the Japanese Imperial Armed Forces from the 1930s until the end of World War II. This system forced an estimated 200,000 girls and women from at least thirteen Asian countries into military sexual slavery. The United Nations Commission on Human Rights has defined Japanese military sexual slavery as a crime against humanity. While some may argue that sexual violence is common during wars, the massive scale and chillingly methodical nature of Japanese military sexual slavery, and, most disturbingly, the mass murder of many victims, makes it one of the most profound instances of human rights violations in history. These victims, the majority of whom were the most vulnerable of society, are still waiting for an official apology and reparations from the Japanese government.
The history of “comfort women” has been ignored and misrepresented. The Japanese military sexual slavery system resulted in numerous human rights violations and needs to be studied in the context of high death tolls in WWII, imperialism, nationalism, race, discrimination, religion, status of women, and undelivered justice. This complex topic can be highly controversial because Japan’s official position on the “comfort women” system does not reflect the views and experiences of the victims and, in fact, masks or denies this human tragedy. Also, some erroneously believe that “comfort women” issues are political issues between Korea and Japan. Not so; these issues are about widespread human rights violations throughout Asia. The factors that fostered the “comfort women” system in the ‘30s and ‘40s still persist today. To demonstrate its contemporary relevance, this book focuses on the history of “comfort women” from the 1990s to present.
In order to increase students’ active historical and civic engagement consistent with inquiry-based learning, each sub-section of this guide begins and ends with open-ended questions for students to reflect upon. Aligned with the Common Core Standards, the History-Social Science Content Standards for California Public Schools (K-12), and 2017 California H-SS Framework, this guide provides central themes for teachers to plan their courses, units, and lessons, as well as in-depth research topics for students to further their research, reading, and expository writing skills. Comparative thinking strategies are heavily incorporated into this book, prodding students to ask questions, think, and rethink. This non-European topic can provide students with a more balanced world view. These previously ignored stories are brought to life by the victims’ courage and resilience, which are strengthened by supporters from international communities.
This publication, “Comfort Women” History and Issues: Teachers’ Resource Guide, Third Edition, is part of an ongoing effort to provide education on Japanese military sexual slavery. It is comprised of five main parts: 1) the historical context of teaching “comfort women” history through classroom instruction and memorial installation; 2) reflections from former San Francisco City Supervisor Eric Mar, who proposed a resolution to install a memorial for “comfort women,” and from sculptor Steven Whyte, who designed the Women’s Column of Strength and gallery director Ellen Wilson; 3) primary source documents; 4) victims’ testimonies; and 5) lesson plans.
To ensure that students develop a comprehensive and accurate understanding of “comfort women” history, this publication—in addition to providing content knowledge—provides primary source materials with background information. The victims’ testimonies from Korea, China, Indonesia, and the Philippines encourage students to critically examine the socioeconomic, political, and cultural factors that resulted in women and girls, mostly from poor families, trapped into becoming “comfort women.” The primary source documents along with the victims’ testimonies will enable students to draw their own conclusions about this state-operated military sexual slavery system. In this process, students will develop their analytical, critical, and comparative thinking skills. Secondary source documents such as textbooks, history books, commentaries, and newspaper articles, listed in the reference section, are woven into the content and lesson plans. These resources provide a more complete understanding of this highly complex subject that continues to have major repercussions today.
Lesson plans were developed by Christina Tang, Faye Kwan, and Erin Hanlon, active Bay Area history teachers who are committed to teaching the history of marginalized populations. Together with dedicated teachers, parents, and advocates, Education for Social Justice Foundation (ESJF) has distributed “Comfort Women” History and Issues: Teacher Resource Guide in SFUSD in spring 2018.
Parents and educators developed activity sheets to reinforce and integrate learning. Supplemental materials include a maze incorporating various symbols representing Japanese war crimes, a back-to-back sheet of quick facts on military sexual slaves and a map that can be used as a paper fortune teller origami activity, along with a 2015 “comfort women” agreement worksheet, and puzzles.
This resource guide is the culmination of community collaboration. Without the input of other justice-seeking individuals, both here and abroad, it would not have come to fruition. Education has always been a pillar for human progress. ESJF hopes that this publication can help students increase their historical and social awareness, standing together for peace and justice.
[1] These skills are part of historical thinking skills. For more information, refer to Holt, Thomas. Thinking Historically: Narrative, Imagination, and Understanding, New York: College Entrance Examination Board, 1990.
Sung Sohn, M.Ed.
Co-Founder & Executive Director
Education for Social Justice Foundation
Cover & Book Design: Redefine Community
|
Cover & Book Design: Redefine Community
|
