Activity 1 - Why was the war so significant?

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Activity Tasks

1. Recall - What do you know about the Second Sino-Japanese War? With a partner, make a simple mind-map noting down as many facts as you can recall. Consider: who, what, when, where, why?
2. Evaluate - Review the information on Slides 1-6 of the Lesson Presentation. What was so significant about the war for the following groups: Japan; CPC; GMD; Chinese People; the USA; the USSR; other Western powers?
3. Discuss - From what you’ve learnt so far, what are the top five most significant facts you would record?

Activity 2 - Why did Japan invade China?

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Activity Tasks

1. Watch - Watch this video about Pan-Asianism. Once you’ve finished watching, try to define the term. To what extent could it be considered a hypocritical idea?
2. Analyse - Get into five groups. Each group will analyse one of the sources from this workbook. Read and annotate your source, looking for information that helps explain Japan’s desire to become aggressive toward its neighbors, expand its territory, and create an empire..
3. Swap - After 5 minutes, swap sources with another group and spend the same time annotating their source. 
4. Discuss -  As a group or class, discuss these questions, referring to your findings from your sources to illustrate your ideas and opinions:
   1. Japanese professor Kazuki Sato: “As early as the 1870s, Japanese national identity was intricately linked to imagining differences from people in China. In order for the Japanese to form their own national identity, the construction of the Chinese as racially different people was crucial to that purpose.” To create a “we,” do we need to create a “they”?
   2. Japanese historian Marius Jansen: “After decades of weakness, it was good to be a Japanese and to humble the mighty neighbor that had dominated the horizon for so long.” What changes in Japanese society might have contributed to Japan’s growing sense of confidence? How do you think that growing confidence impacted the way that the Japanese thought of China?
   3. Former US ambassador to Japan Edwin O. Reischauer: “Westerners, far from condemning the Japanese for their aggressions, applauded them as being apt pupils. They also taught the Japanese how ruthless the game of imperialism could be and how unwilling Westerners were to accept other races as full equals.” What lessons might Japanese nationalists have learned from the experience of Western imperialism?
5. Consolidate - Finish by noting down 3-5 of the main causes for why Japan invaded China. Can you identify a precondition, catalyst, and trigger cause(s) for this event?

Activity 3 - How did the war progress?

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Activity Tasks

1. Group - Divide into two groups. One group will collaborate to produce a timeline of the Sino-Japanese War. The other group will work to produce an annotated map.
2. Timeline - For this group, use Slides 8-39 of the Lesson Presentation to create a timeline of the war from 1937-1945 using Padlet’s timeline function. Include at least ten turning point events. Each event posted should have:
   1. Title - A clear post title i.e ‘Dec 1937 - The Battle of Nanjing’
   2. Description - A summary of the event, listing the most significant information as briefly as possible
   3. Visuals - A visual image, photograph, YouTube or representation of the event. 
3. Annotated Map - For this group, use Slides 8-39 of the Lesson Presentation to create an annotated map of the war from 1937-1945 using Padlet’s map function. Include at least ten turning point events. Each event posted should have:
   1. Title - A clear post title i.e ‘Dec 1937 - The Battle of Nanjing’
   2. Location - A precise location for the event must be identified
   3. Description - A summary of the event, listing the most significant information as briefly as possible
   4. Visuals - A visual image, photograph, YouTube or representation of the event. 
4. Discuss - In your opinion, what are the three most significant turning point events of the war? Consider this question in relation to: Japan; GMD; and the CPC.

Activity 4 - Which group fought more?

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Activity Tasks

1. Sort - Using this worksheet, record evidence of how both groups fought and were affected by the war. In the first column note down actions the GMD had during the war. In the second column note down actions the CPC had.
2. Analyse - Which side fought more against the Japanese during the war? Examine the evidence you have collected before writing a paragraph judgement explaining your perspective on this question.
3. Discuss - Which side benefited more from the war? Review the evidence before writing a final judgement. 

Further Reading

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obligatory reading

1. Lynch, M. (2016). Access to History - China 1839-1997, pp. 102-121

recommended reading

1. Mitter, R. (2013). China’s War with Japan, 1937-1945: The Struggle for Survival, pp. 1-14

supplementary reading

1. Zarrow, P. (2005). China in War and Revolution, 1895-1949, pp. 299-323

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back to unit 4 menu - how did war & conflict benefit the cpc?

next lesson - what accounts for gmd failures during the war?