Teaching the Nanjing Atrocities

The following essential questions provide a framework for exploring this unit’s main ideas and themes:

• How do nations create their identities by separating “us” from “them”?
• How might a sense of nationalism built around such ideas contribute to the outbreak of war, the dehumanization of enemies, and the perpetration of atrocities?

These essential questions challenge students to make important connections between history and the contemporary world. We do not expect students to determine a single, “correct” answer. Essential questions are rich and open-ended; they are designed to be revisited over time, and as students explore the content in greater depth, they may find themselves emerging with new ideas, understandings, and questions.

This unit supports a multiple week exploration of the Nanjing Atrocities. It includes:

• 5 lessons
• Videos, readings, and handouts that correspond with activities
• Student materials in English and Spanish
• Unit assessment

In this unit, students will confront the atrocities committed by Japanese troops in the city of Nanjing. While they will engage with the subject matter intellectually, studying some of the contributing historical, social, and political factors, it is also important to acknowledge students’ emotional responses to this history. This unit includes historical descriptions and firsthand accounts that some students may find emotionally challenging. We can’t emphasize enough the importance of previewing the readings and videos in this curriculum to make sure they are appropriate for the intellectual and emotional needs of your students.

Even for historians who have devoted their lives to studying it, Nanjing, like other mass atrocities, can elude understanding and simple explanation. It is difficult to predict how students will respond to the challenging readings, documents, and films in this unit. One student may respond with emotion to a particular reading, while others may not find it powerful in the same way. In addition, different people demonstrate emotion in different ways. We urge teachers to create space for students to have a range of reactions and emotions. This might include time for silent reflection or writing in journals, as well as structured discussions to help students process content together. Some students will not want to share their reactions to emotionally challenging content in class, and teachers should respect that in class discussions. For their learning and emotional growth, it is crucial to allow for a variety of responses, or none at all, from students to emotionally challenging content.

We believe that a classroom in which a Facing History & Ourselves unit is taught ought to be a microcosm of democracy—a place where explicit rules and implicit norms protect everyone’s right to speak; where different perspectives can be heard and valued; where members take responsibility for themselves, each other, and the group as a whole; and where each member has a stake and a voice in collective decisions. You may have already established rules and guidelines with your students to help bring about these characteristics in your classroom. If not, it is essential at the beginning of this unit to facilitate a supportive, reflective classroom community.

Two ways in which you can create a strong foundation for a reflective classroom are through the use of classroom contracts and student journals. Even if you already incorporate both of these elements in your classroom, we recommend taking a moment to review both strategies.

Each lesson includes one or more guiding questions. Unlike the unit’s essential question, which is broad and open-ended, guiding questions help to direct student inquiry at the lesson level and are aligned with its specific learning objectives. Answering guiding questions requires deep thinking and textual interpretation. Unlike essential questions, guiding questions might have a clear answer, which students should be able to support with specific evidence from the lesson to demonstrate their understanding of the content.

The readings and videos in this unit introduce some vocabulary and concepts that may pose a challenge for your students, especially for struggling readers, so you may want to consider using the Word Wall strategy to keep a running list of critical vocabulary posted in your classroom that you and your students can refer to over the course of the unit. Students might have a corresponding list in a section of their journals or notebooks, and you could also challenge them to incorporate Word Wall terms into their writing and discussions to help them internalize and understand these challenging terms and concepts.