Global Plague
Purpose: By comparing and contrasting aspects of seemingly unrelated cases, students will deepen their understanding of the breadth and saturation of sexual violence globally and within the context of various power dynamics. They will then use this knowledge to postulate why occurrences of sexual violence have yet to substantially diminish; and perhaps, what they can do to help eradicate it in the future.
Objective: Students will read about the experiences of different communities of people who have been subjected to sexual exploitation. They will fill out a profile for their case in small groups, then share their analysis with the entire class as a means of deepening their understanding of how race and power dynamics can overlap in abuse scenarios.
California Social Studies Content Standard: 10.11 Economic Integration and Contemporary Revolutions in Information, Technology, and Communications—Students think about the following questions: Has the world become more peaceful? Is the nature of conflict changing? How do ideas about universal human rights relate to other value and identity systems in the contemporary world? 11.11 Contemporary American Society—How did the Cold War end and what foreign policy developments came out of it? In what ways have issues such as education; civil rights for people of color, immigrants, and lesbian, gay, bisexual, and transgender Americans, and disabled Americans; economic policy; the environment; and the status of women remained unchanged over time? In what ways have they changed?
Suggested Time: 1 class day (at least one hour of class time)
Procedure:
Assignment/ Follow-up:
On their own, have the students write reflectively on how this exercise relates to what they have learned about the
“Comfort Women” system enacted by Japan during World War Two. Compare, contrast, and hypothesize various ways
in which such systemically ignored or condoned abuses could be avoided in the future.
Materials/Handouts: (Teachers are welcome to use other articles that they feel are on topic and age-level appropriate.)
Objective: Students will read about the experiences of different communities of people who have been subjected to sexual exploitation. They will fill out a profile for their case in small groups, then share their analysis with the entire class as a means of deepening their understanding of how race and power dynamics can overlap in abuse scenarios.
California Social Studies Content Standard: 10.11 Economic Integration and Contemporary Revolutions in Information, Technology, and Communications—Students think about the following questions: Has the world become more peaceful? Is the nature of conflict changing? How do ideas about universal human rights relate to other value and identity systems in the contemporary world? 11.11 Contemporary American Society—How did the Cold War end and what foreign policy developments came out of it? In what ways have issues such as education; civil rights for people of color, immigrants, and lesbian, gay, bisexual, and transgender Americans, and disabled Americans; economic policy; the environment; and the status of women remained unchanged over time? In what ways have they changed?
Suggested Time: 1 class day (at least one hour of class time)
Procedure:
- Teachers should prepare the class prior to this activity. Warn the class ahead of time that they will read articles that mention graphic sexual violence. If students are triggered, bothered, or simply uncomfortable, appropriate accommodations should be made.
- Teachers assign the articles to students. Students will be placed in breakout groups with one article per group. It is important to use multiple articles as the dynamics of the various scenarios will be compared and contrasted when they return to the main class group.
- Teachers assign small group questions that students answer as they read the articles:
- Who was the abuser?
- Who was/were the victims?
- How did the abuser have access to their victim(s)?
- If other people knew about the abuse, why might they have not reported it?
- How could a similar situation be avoided in the future?
- Briefly describe the the power dynamic that enabled the abuse to exist.
- Who was in the position of power in this case?
- What excuse, (if any), was given for the abuse?
- Who was responsible for the safety of those victimized?
- Who was indirectly impacted by the actions of the perpetrators?
- What structures might be put in place to avoid this type of abuse in the future?
- What other scenarios does this remind you of?
- Could a similar scenario occur today? Why or why not?
- After reconvening as a whole class, groups will present their case studies and their answers. Answer the following questions together as a class:
- What do these cases have in common?
- Based on your knowledge of history and current events, do you feel that sexual violence has decreased? Why or why not?
- How can vulnerable people protect themselves from abuse (if at all possible)?
- How does the trauma of sexual abuse impact more than the direct victims? (Think of family, friends, community)
- Do you feel that communities as a whole are responsible for sexual abuse, or is it solely the blame of the abuser? Explain.
- What are some common factors shared by each of these cases? What do these common factors indicate in terms of likelihood and prevalence of sexual exploitation?
- Are scenarios such as those you studied today more or less common than in the past? Why or why not?
- How can we as a society ensure that people who are not in a position of power feel safe and empowered?
- What type of governmental or community oversight might be beneficial to ensuring that vulnerable populations are protected from exploitation?
- How does sexual abuse impact the community at large?
- When sexual abuse is knowingly carried out within a community of otherwise ethical people, who is ultimately responsible for the extent of the abuse? Who is responsible for rectifying the situation/seeking justice for the victims?
- How have advancements in human rights impacted the safety and protections afforded to vulnerable populations, including women, LGBTQ community, refugees, and other socio-economically and physically disadvantaged people experiencing various gender inequalities and injustices embedded in society?
Assignment/ Follow-up:
On their own, have the students write reflectively on how this exercise relates to what they have learned about the
“Comfort Women” system enacted by Japan during World War Two. Compare, contrast, and hypothesize various ways
in which such systemically ignored or condoned abuses could be avoided in the future.
Materials/Handouts: (Teachers are welcome to use other articles that they feel are on topic and age-level appropriate.)
- “Comfort Women” History and Issues: Teacher Resource Guide,3rd Edition
- Cameron House in San Francisco https://www.altaonline.com/dispatches/a34789180/cameron-house-julia-flynn-siler/
- Larry Nassar/USA Gymnastics https://www.vox.com/identities/2018/1/19/16897722/sexual-abuse-usa-gymnastics-larry-nassar-explained
- Boko Haram https://www.cbsnews.com/news/the-chibok-girls-survivors-of-kidnapping-by-boko-haram-share-their-stories-60-minutes/
- ISIS and the Yazidi https://www.nytimes.com/2015/08/14/world/middleeast/isis-enshrines-a-theology-of-rape.html
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