“comfort women” History and Issues
Cover & Book Design: Redefine Community
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Cover & Book Design: Redefine Community
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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. Through this process, 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.
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 and issues surrounding Japanese military sexual slavery.
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 hundreds of thousands of girls and women from at least thirteen Asian countries into military sexual slavery (Appendix A). 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 established and operated by the Japanese Imperial Armed Forces, and, most disturbingly, the mass murder of many victims, makes it one of the most profound instances of human rights violations in history. Instead of formally acknowledging this crime against humanity, the Japanese government misrepresents or denies the history of Japanese military sex slaves, often referred to as “comfort women.” Hence, since the early 1990s, the victims of the “comfort women” system have been demanding an official apology and reparations from the Japanese government.
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. In order to make the connection, 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.
The Japanese military sexual slavery system, which resulted in numerous human rights violations, is an important non-European topic to teach students about the devastating impact of WWII in Asia, imperialism, discrimination, and undelivered justice. This topic can be controversial because Japan’s official position on the “comfort women” system does not reflect the views and experiences of the victims. Some even erroneously believe that “comfort women” issues are political issues between Korea and Japan. Not so; these issues surrounding state-sanctioned sexual violence are about widespread human rights violations executed by the powerful. These previously ignored stories are brought to public attention by the victims’ courage and resilience, strengthened by supporters from international communities.
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 the 2017 California H-SS Framework, this resource guide provides central themes for teachers to plan their courses, units, and lessons. It also provides in-depth research topics for students to further their research, reading, and expository writing skills. Comparative thinking strategies are heavily incorporated into this resource guide, prodding students to ask questions, think, and rethink. With this resource guide, students will develop their analytical, critical, and comparative thinking skills.
This third edition of “Comfort Women” History and Issues: Teacher Resource Guide is part of an ongoing effort to provide education on the history and issues surrounding Japanese military sexual slavery. It is comprised of five main parts:
1) the history of remembering and honoring “comfort women” through education and collective activism;
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, co-written by gallery director, Ellen Wilson;
3) primary source documents with background information;
4) victims’ testimonies from Korea, China, the Philippines, Indonesia, Japan, and the Netherlands;
5) lesson plans, worksheets, and activity sheets.
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. Parents and educators developed activity sheets to reinforce and integrate learning. These supplemental materials include a back-to-back sheet of quick facts on military sex slaves and a map that can be used as a paper fortune teller origami activity and puzzles. Together with dedicated teachers, parents, and advocates, Education for Social Justice Foundation (ESJF) distributed “Comfort Women” History and Issues: Teacher Resource Guide in SFUSD in spring 2018.
This resource guide will enable students to gain a more comprehensive and accurate understanding of this multi-layered and significant subject that continues to have major repercussions. The factors that fostered the “comfort women” system in the ‘30s and ‘40s still persist today. This subject is relevant to multiple past and current issues, including the civil rights advocacy of the #MeToo movement, the Black Lives Matter movement, and other instances of sexual violence associated with racial and ethnic discrimination.
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 basic building block and pillar for human progress. ESJF hopes that this publication can help students increase their historical and social awareness, standing together for peace and justice.
Sung Sohn, M.Ed.
Co-Founder & Executive Director
Education for Social Justice Foundation
May 2020
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 and issues surrounding Japanese military sexual slavery.
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 hundreds of thousands of girls and women from at least thirteen Asian countries into military sexual slavery (Appendix A). 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 established and operated by the Japanese Imperial Armed Forces, and, most disturbingly, the mass murder of many victims, makes it one of the most profound instances of human rights violations in history. Instead of formally acknowledging this crime against humanity, the Japanese government misrepresents or denies the history of Japanese military sex slaves, often referred to as “comfort women.” Hence, since the early 1990s, the victims of the “comfort women” system have been demanding an official apology and reparations from the Japanese government.
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. In order to make the connection, 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.
The Japanese military sexual slavery system, which resulted in numerous human rights violations, is an important non-European topic to teach students about the devastating impact of WWII in Asia, imperialism, discrimination, and undelivered justice. This topic can be controversial because Japan’s official position on the “comfort women” system does not reflect the views and experiences of the victims. Some even erroneously believe that “comfort women” issues are political issues between Korea and Japan. Not so; these issues surrounding state-sanctioned sexual violence are about widespread human rights violations executed by the powerful. These previously ignored stories are brought to public attention by the victims’ courage and resilience, strengthened by supporters from international communities.
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 the 2017 California H-SS Framework, this resource guide provides central themes for teachers to plan their courses, units, and lessons. It also provides in-depth research topics for students to further their research, reading, and expository writing skills. Comparative thinking strategies are heavily incorporated into this resource guide, prodding students to ask questions, think, and rethink. With this resource guide, students will develop their analytical, critical, and comparative thinking skills.
This third edition of “Comfort Women” History and Issues: Teacher Resource Guide is part of an ongoing effort to provide education on the history and issues surrounding Japanese military sexual slavery. It is comprised of five main parts:
1) the history of remembering and honoring “comfort women” through education and collective activism;
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, co-written by gallery director, Ellen Wilson;
3) primary source documents with background information;
4) victims’ testimonies from Korea, China, the Philippines, Indonesia, Japan, and the Netherlands;
5) lesson plans, worksheets, and activity sheets.
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. Parents and educators developed activity sheets to reinforce and integrate learning. These supplemental materials include a back-to-back sheet of quick facts on military sex slaves and a map that can be used as a paper fortune teller origami activity and puzzles. Together with dedicated teachers, parents, and advocates, Education for Social Justice Foundation (ESJF) distributed “Comfort Women” History and Issues: Teacher Resource Guide in SFUSD in spring 2018.
This resource guide will enable students to gain a more comprehensive and accurate understanding of this multi-layered and significant subject that continues to have major repercussions. The factors that fostered the “comfort women” system in the ‘30s and ‘40s still persist today. This subject is relevant to multiple past and current issues, including the civil rights advocacy of the #MeToo movement, the Black Lives Matter movement, and other instances of sexual violence associated with racial and ethnic discrimination.
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 basic building block and pillar for human progress. ESJF hopes that this publication can help students increase their historical and social awareness, standing together for peace and justice.
Sung Sohn, M.Ed.
Co-Founder & Executive Director
Education for Social Justice Foundation
May 2020