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Getting There:

Public Transportation Option:

1. Take Inter-City Bus B18 to WeiFang Station.

2. Transfer to Bus 79 to People's Hospital station.

3. Walk approximately 400 meters to the destination.

Note: Bus B18 provides accessibility options upon request. However, Bus 79 does not have accessibility features.

Estimated cost: Buses are free for students with a valid student ID.

Alternative Transportation Options:

Consider arranging a school bus or taxi service from WeiFang Station directly to the museum. This will not only make the journey shorter for students but also makes the fieldtrip more inclusive.

Estimated cost: Approximately 20-25 yuan per student.

Booking in advance is recommended, especially when specific accessibility accommodations (like a wheelchair-accessible vehicle) are needed.

Lunch Options:

1. On-Site Cafeteria:

Reservation: The cafeteria operates on a reservation-only basis. Ensure to make a booking in advance to accommodate the entire group.

Menu: The cafeteria provides a basic food menu suitable for students. Specialty dishes are available for vegetarians and those with specific allergies.

Water Facilities: The cafeteria offers water stations where students can refill their bottles.

Accessibility: Limited information is provided about accessibility. Teachers need to ensure there are no barriers to entry and that there's adequate seating for students with disabilities.

2. Nearby Restaurants:

If opting for an external lunch option, there are several restaurants near the bus station.

It's crucial to make reservations in advance, considering the size of the student group.

Ensure the selected restaurant is accessible and can cater to the dietary needs of the students.

3. Pack a Lunch:

Also consider having students bring their packed lunch. This ensures that every student has food they like and can eat, accommodating dietary restrictions.

Identify a suitable area within or near the museum where students can sit and enjoy their lunch—some options include the cafeteria (appointment needed),the outdoor seats near the main entrance, and the second floor resting area.

Restroom Facilities:

The museum provides accessible restrooms, but they are only located on the first and second floor. Ensure students and chaperones are aware of this and plan restroom breaks accordingly.

Given the limited number of accessible restrooms, coordinate with museum staff to ensure smooth access, especially during peak times.

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Floor Map: The museum provides a detailed floor map that includes marked emergency exits. All teachers and chaperones should familiarize themselves with this map before the trip.

Evacuation Plan: Ensure that teachers and chaperones are briefed on the museum's evacuation protocols. Special attention should be paid to assisting students with disabilities during an evacuation.

First Aid: Identify the location of the museum's first aid station. Ensure that at least one chaperone is equipped with a basic first aid kit for minor injuries.

Emergency Contacts: Have a list of emergency contacts, including the nearest medical facility and the contact information of all chaperones.

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Knowledge:

Students will understand the significance and history of the Courtyard of Happy Way and the Weihsien Concentration Camp during World War II, including the role it played in Sino-Western cultural exchange and the atrocities committed by Japanese forces.

State Standards:
Common Core: CCSS.ELA-Literacy.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical context based on specific information in the text.
Chinese 2022 Standards:
1.4 了解第二次世界大战，知道第二次世界大战的主要进程和战场。
1.5 了解抗战史实，认识日本侵华的罪行，认识抗日战争胜利在中华民族伟大复兴中的历史意义

Skill:

Students will develop the ability to analyze primary sources, extract relevant information, and connect them to the broader narrative of the museum.

State Standards:
Common Core: CCSS.ELA-Literacy.RI.5.9 - Integrate information from several texts on the same topic to write or speak about the subject knowledgeably.
Chinese 2022 Standards:
了解史料的主要类型，初步学会从多种渠道获取历史信息，提高对史料的识读能力；能够尝试运用史料说明历史问题。

Crosscutting Concepts:

Students will explore the interconnectedness of global events, understanding how actions in one part of the world can have repercussions elsewhere, particularly in the context of World War II and its influence on China.

State Standards:
Common Core: CCSS.ELA-Literacy.RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Chinese 2022 Standards:
能够尝试运用史料说明历史问题，学会根据可信史料对历史进行论述，初步形成重证据的意识和处理历史信息能力。

Social Awareness/Responsibility:

Students will gain empathy by understanding the hardships faced by prisoners in the concentration camp and the broader impact of war on communities. They will also reflect on the importance of peace and international solidarity.

State Standards:
Common Core: CCSS.ELA-Literacy.SL.5.1.c - Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Chinese 2022 Standards:
能够将事件，任务，现象等置于历史发展的特定或总体进程及具体的地理空间中加以考察，并从历史发展的角度认识其地位和作用。

Challenging Dominant Narratives:

Through post-colonial ideas, students will critically examine the historical events and narratives, understanding the power dynamics, and highlighting voices that are often marginalized in mainstream narratives.

State Standards:
Common Core: CCSS.ELA-Literacy.RI.5.8 - Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Chinese 2022 Standards:
初步学会有理有据地表达自己对历史地看法，能够初步区分历史叙述中的史实与解释；能够客观分析历史，有理有据地表达自己的看法。

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Bridging Histories Unearthing the Echoes of Internment Camps

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Bridging Histories Unearthing the Echoes of Internment Camps

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Learning Goals:

Solidarity: Understand that different communities faced similar hardships and developed a sense of unity in challenging times.
Healing: Recognize the historical wounds and appreciate the resilience and survival of affected communities.
Challenging Dominant Narratives: Question and critically analyze the mainstream narratives surrounding Sino-Japanese wars.

Activity 1: Unraveling Dominant Narratives in WW2 --- An Introduction to Internment Camps

Instructions:

1. Watch the documentary about internment camps in the US, "Children of the Camps." As you watch, jot down key points, emotions portrayed, and how the documentary presents the internment camp experience.

2. Afterwards, view the short video about the Weihsien Concentration Camp.

In your groups, compare the two narratives:

Identify which aspects of the internment stories are emphasized in each video.

Discuss which parts may have been omitted or overlooked.

Reflect on why these dominant narratives exist and consider what might be the impact of these stories on our understanding of history.

Activity 2: Peering into a Child’s World Amidst Injustice

Instructions:

Read the personal story of two child Emi, and Ben Uchida from an internment camp

While reading, remember that these even though the story of Ben Uchida is fictional. Similar experiences have been shared by a large group of a child just like you.

1. Reflect and either illustrate or write about the child's daily experiences:

Consider their feelings, challenges, joys, and sorrows.

Try to avoid glorifying or overly dramatizing their experience. Keep it authentic to what you've read.

2. Share your interpretations with the class, discussing the importance of authentic stories against the backdrop of dominant narratives.

Activity 3: Through the Lens of Reality: Photographs from Weihsien

Instructions:

1. Explore a curated set of photographs from the Weihsien Concentration Camp. Note that these photos capture genuine moments in time.

2. For each photograph, discuss with your group:

The emotions you perceive in the subjects of the photos.

The setting and physical environment.

Any events or actions happening in the photographs.

3. Reflect on how these photographs challenge or confirm our understandings of internment camps. Discuss how, unlike a game where experiences are simulated, these photographs provide raw glimpses into the realities of the past.

Picture Source:
乐道院潍县集中营博物馆. (n.d.). Name of a camp resident. Retrieved from https://www.wfsldy.com/exhibition/exhi_1014.html

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随着战争的深入，乐道院的生活越来越艰苦。食物配给越来越少。在饥饿难忍的情况下，侨民只能买通日本看守和卫兵，代买食品，钱用完了就用高档衣物、高档首饰换取廉价食品，最后大多数侨民都只剩下一身破旧衣服。

从1942年到1945年，潍县人曾多次援救和帮助那些身陷囹圄的西方侨民，有的为此献出了宝贵的生命。

埃里克 ·利迪尔

埃里克*利迪尔，是出生在天津的苏格兰人。中文名李爱锐，又名李达。他毕业于爱丁堡大学。1924年埃里克荣获奥运会400米短跑冠军。后回到中国，在天津的一所中学里当了近20年的教师。

太平洋战争爆发，埃里克跟众多外国侨民一样被日军关进潍县集中营。在集中营三年的生活中，埃里克不畏强暴，忘我工作，帮助难友学习，照顾难友生活，组织各种文体活动，深受侨民们的敬重。但由于身陷困境，生活困苦，营养不良，1945年2月21日，年仅43岁的埃里克*利迪尔因患脑瘤，得不到有效治疗，病逝在集中营内，而这一天，距离日本宣布战败投降只有175天。

难友的绘画

集中营里有许多造诣很深的画家，他们用那饱蘸深情的画笔，不仅深刻地揭露和印证了日本军国主义的残暴行径，而且还真实、细腻地描绘了乐道院的建筑和自然风光。

深情系潍坊

2015年，正值世界反法西斯战争和中国人民抗日战争胜利70周年暨潍县集中营解放70周年之际，在难友行活动中，一批来自英国、美国、加拿大、新西兰和香港等国家和地区的12位曾经被关押在集中营的难友及后代共80多人重聚在乐道院，纪念重获自由的日子。

乐道院的红色记忆

乐道院的历史是一部风云激荡的历史。从1921年中国共产党成立到1949年新中国成立，潍县土地上的许多革命活动都与乐道院息息相关。由于乐道院是美国人创办，属美国人管辖，地方当局不便干涉，这为革命活动的开展提供了相对安全的环境。

乐道院开办的教育机构，从文华馆、广文大学到文华、文美中学和广文中学，吸引了众多进步知识分子和青年学生，涌现出许多站在革命运动前列的仁人、志士。

乐道院医院作为医疗机构，也为抗日军民提供了急需的医疗救护。

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乐道院建筑群始建于1882年，重建于1902年，位于老潍县城东关李家庄西北、虞河南岸，占地13万余平方米，迄今已经有着130多年的历史。乐道院是美国基督教北长老会在潍县创办的一所集教会、学校、医院于一身的综合性场所乐道院

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1. Documentary: "Children of the Camps"

Summary: This documentary presents personal narratives of six Americans of Japanese descent. These individuals, confined to internment camps as children by the U.S. government during World War II, recount their experiences, showcasing the emotional and physical turmoil of the interned.

By hearing directly from those who experienced the internment, students gain a personal perspective on the consequences of wartime decisions. The film offers an authentic voice to the historical event, humanizing it and fostering empathy.

2. Book: "The Journal of Ben Uchida: Citizen 13559, Mirror Lake Internment Camp" by Barry Denenberg

Summary: The fictional diary of Ben Uchida, a 12-year-old boy who narrates the challenges, emotions, and day-to-day life in an internment camp during WWII.

Diaries offer intimate insights into personal experiences. Through Ben's eyes, students can relate to the emotional and practical challenges faced by children their age during a tumultuous period.

3. Picture Book: "The Bracelet" by Yoshiko Uchida

Summary: This heartfelt story follows a young Japanese girl named Emi, who is given a bracelet by her best friend to remember her by when Emi's family is relocated during WWII. Despite the token's loss, Emi realizes that true memories can never be taken away.

Through this emotive tale, students grapple with themes of friendship, loss, and resilience. The story personalizes historical events, making abstract concepts tangible and memorable.

4. Photographs: Images from the Weihsien Concentration Camp

Link to Photos

Summary: These photographs document various aspects of life within the Weihsien Concentration Camp, offering a raw, unfiltered glimpse into the realities faced by its inhabitants.

Photographs serve as silent yet powerful testaments to history. They capture moments, emotions, and situations, allowing students to visually engage with history, sparking curiosity and deeper inquiry.

5. Short Video: Clips from documentaries about the Weihsien Concentration Camp

Link to Video

Summary: The selected clips highlight the lives of children in the Weihsien Concentration Camp, drawing parallels and contrasts with their counterparts in the US internment camps.

By juxtaposing experiences from different parts of the world, students are challenged to critically examine the universality of wartime atrocities and the specific cultural and political nuances that shape them.

6. Interactive Website: Densho Digital Repository

Link to Website

Summary: This repository offers an array of primary sources connected to the Japanese American internment during WWII, including photographs, documents, and newspaper clippings.

The interactive nature of this website allows students to engage actively with history, fostering independent research skills. They can delve deeper into areas of personal interest, thereby personalizing their learning experience.

Picture Source:
乐道院潍县集中营博物馆. (n.d.). Wall of the concentration camp. Retrieved from https://www.wfsldy.com/exhibition/exhi_1014.html

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Activity Walkthrough: A Note for Educators

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Activity Walkthrough: A Note for Educators

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Internment Camps in Perspective: Challenging Dominant Narratives in War History

Before embarking on our field trip to the Courtyard of Happy Way and Weihsien Concentration Camp Museum, it's essential that students have a foundational understanding of the broader historical context, particularly regarding internment and concentration camps globally. Our pre-trip curriculum aims to deepen students' understanding and empathy towards the communities affected.

Understanding the Context:

1. Internment Camps in the US: Delve into the political, social, and racial undertones that led to the establishment of internment camps in the US, debunking myths and challenging glorified versions of history.

2. Weihsien Concentration Camp: Discover the nuanced reasons behind the camp's establishment, its daily challenges, and its profound impact on the people held captive.

Curricular Content and Pre-Trip Preparations:

1. Documentary Viewing: "Children of the Camps" is chosen because it presents an unfiltered look into the lives of interned individuals, especially children. This challenges the oftentimes heroified or sanitized versions of history that overlook the trauma and injustice suffered by innocents (Rodríguez & Swalwell, 2023) . By engaging with the documentary, fifth-grade students are introduced to an authentic perspective, ensuring they do not idealize or normalize the harsh realities of war.

2. Group Discussions: Facilitated conversations post each activity provide a platform for students to confront and dissect dominant narratives, encouraging them to discern between glorified versions of history and the stark realities. This will help in demystifying war and resist its normalization.

3. Personal Reflections: By documenting their thoughts and feelings after each activity, students get the chance to process challenging content at their own pace. It empowers them to articulate their budding understanding of war's complexities, thereby ensuring they do not succumb to gamification or trivialization of such serious topics.

4. Art & Creative Expression: Empathy is a powerful tool to counteract heroification. Through drawing and writing exercises associated with "Peering into a Child’s World Amidst Injustice," students place themselves in the shoes of those who experienced internment camps firsthand. This activity ensures that they engage with history on a human level, free from the trappings of drama or glamor.

In conclusion, these carefully scaffolded pre-trip activities are designed to equip fifth-grade students with the maturity and knowledge to navigate the museum. They prepare young minds to approach the exhibits with a discerning eye, challenging dominant narratives and connecting deeply with the stories of those affected by the darker chapters of history.

Picture Source:
乐道院潍县集中营博物馆. (n.d.). Writings from camp residents. Retrieved from https://www.wfsldy.com/exhibition/exhi_1014.html

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Activity 1: “Living Stories” - Interactive Exploration

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Activity 1: “Living Stories” - Interactive Exploration

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Scaffolding for Grade 5 Children:

1. Introduction: Start with a story time. Read a short personal narrative of an individual interned at Weihsien aloud. This can set the mood and provide context.

2. Guided Questioning: Provide guiding questions.

“Why do you think the person felt this way?”

“How would you feel in their situation?”

3. Interactive Tools: Give each student a magnifying glass to 'detect' personal stories, making the process more engaging and exploratory.

Challenge Dominant Narratives & Normalization of War:

1. Guided Reflection: Pose questions:

“How is this different from what you’ve heard about WW2 before?”

“Why do you think we don’t often hear these personal stories?

2. Discussion Points: Highlight that every individual had their unique experiences, and while nations might celebrate victories, there were individual stories of pain, resilience, and hope.

Avoid Harmful Idealization:

1. Respectful Tone: Emphasize the importance of approaching every story with respect and understanding.

2. Debriefing Session: After the activity, have a group reflection about the gravity of the events and their significance.

Picture Source:
乐道院潍县集中营博物馆. (n.d.). Bedding Condition in the Concentration Camp. Retrieved from https://www.wfsldy.com/exhibition/exhi_1014.html

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Scaffolding for Grade 5 Children:

1. Modeling: The teacher will start by picking an artifact, and model the process of reflection.

2. Artifact Cards: Provide optional laminated cards with images of potential artifacts. This way, students who struggle to choose can have a guide for reference (Pictures of artifect can be obtained through the museum's offical website).

3. Building Empathy: Let students briefly step into the shoes of an internee – “Imagine it's your artifact, how would you feel?”

Challenge Dominant Narratives & Normalization of War:

1. Contrast Discussion: Ask, “How do these artifacts differ from what soldiers or generals might have used?” Questions like these highlights civilian experiences during war time.

2. Narrative Expansion: Emphasize that while some artifacts might seem mundane, they tell a broader story of life, hope, and survival.

Avoid Harmful Idealization:

1. Artifact Handling Protocol: Make sure students understand the importance and fragility of artifacts. They should be observers, not handlers, to maintain respect.

2. Reflection Points: Focus discussions on the emotional significance, not the 'cool' factor of the artifact.

Picture Source:
乐道院潍县集中营博物馆. (n.d.). Tools Used in the Concentration Camp. Retrieved from https://www.wfsldy.com/exhibition/exhi_1014.html

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Scaffolding for Grade 5 Children:

1. Pre-listening Activity: Share an image of an internee (e.g., Watson McMillen Hayes, Eric Henry Liddell, Arthur Hummel Jr., ) and ask students to predict their story. Post-listening, discuss how predictions differed from real accounts.

2. Expression through Art: Allow students to draw or craft based on what they hear, expressing their feelings visually.

3. Group Roles: Divide students into group of three. Assign roles including the 'recorder', 'speaker', and 'questioner' to ensure everyone participates in discussions.

Challenge Dominant Narratives & Normalization of War:

1. Contrast with Textbooks: Compare these personal stories to textbook narratives of WW2 in Unit 2. Discuss gaps and biases in mainstream history.

2. Empathy Building: Ask, “Why is it important to listen to these personal stories when learning about WW2?”

Avoid Harmful Idealization:

1. Setting the Tone: Make sure the listening environment is quiet and respectful. Allow students to sit in comfortable and feel safe and prepared for the recorded history.

2. Guided Reflection: Reinforce the idea that these are real stories from real people, and their experiences, while unique, represent the vast spectrum of human experiences during wartime.

Picture Source:
乐道院潍县集中营博物馆. (n.d.). Eric Henry Liddell with His Students. Retrieved from https://www.wfsldy.com/exhibition/exhi_1014.html

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1. Personal Diaries and Letters:

Diaries and letters penned by internees can provide an unfiltered glimpse into their daily life, struggles, hopes, and fears.

2. Photographs:

Visual artifacts from Weihsien, especially those taken by internees themselves, can be invaluable in understanding the conditions and experiences within the camp.

3. Oral Histories:

Interviews with former internees, conducted post-liberation or later in their lives, can shed light on their reflections, long-term impacts, and how they coped.

4. Artistic Expressions:

Sketches, paintings, and other artistic endeavors by internees which might portray life in the camp, cultural events, or personal sentiments.

5. Camp Newspapers and Magazines:

Some internment camps had newspapers or magazines written and published by the internees. They can offer insights into the community life, concerns, and spirit of those interned.

6. Official Documents:

Lists of internees, camp regulations, and other bureaucratic paperwork can reveal the structure and operation of the internment camp.

7. Personal Items and Artifacts:

Objects like handmade toys, jewelry, or tools can be indicative of the resilience and innovation of internees under constrained conditions.

8. Post-liberation Accounts:

Written reflections or memoirs by former internees discussing their experiences and the impact on their subsequent lives.

Picture Source:
乐道院潍县集中营博物馆. (n.d.). Picture of the main exibit hall. Retrieved from https://www.wfsldy.com/exhibition/exhi_1013.html

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Activity Walkthrough: A Note for Educators

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Activity Walkthrough: A Note for Educators

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The "Echoes of Weihsien: Unearthing Personal Narratives of WW2" activity series is designed to challenge dominant narratives, link the past with the present, and give voice to the often unheard stories from Weihsien internment camp. This walkthrough will guide you on how to effectively implement and frame these activities in the classroom.

1. The Decision Against Role Play:

One of the key decisions made in designing these activities was the intentional avoidance of role-playing. While role-playing can be an effective educational tool, it's crucial to understand the potential pitfalls when dealing with sensitive histories like internment during WW2.

Gamification of Serious History (Rodríguez & Swalwell, 2023b) : Role-playing could inadvertently trivialize or gamify the serious and often traumatic experiences of those interned. We want students to connect emotionally and intellectually without simulating experiences they cannot truly understand.

Authentic Engagement: The activities focus on genuine engagement with artifacts, narratives, and reflections. We want students to be present, listening, and critically thinking about the stories they encounter.

2. Addressing the Underrepresentation of Women:

As educators, it's essential to acknowledge and critique the underrepresentation of women in many historical records, including artifacts from Weihsien. This bias can shape how students perceive historical events and their key actors.

Active Reflection: Encourage students to question why certain narratives are amplified while others are silenced. Ask probing questions such as, "Whose stories might be missing from this exhibit?" or "How might the experiences of women in the camp have differed from those we've learned about?"

Windows and Mirrors (Lin, 2016) : Use this concept to explain how historical accounts can act as 'windows' into other people's experiences or 'mirrors' reflecting our own. In the absence of diverse representation, many students may only encounter windows and lack mirrors. Emphasize the importance of both for a complete understanding of history.

3. Exploring Key Concepts:

Counter Narratives (Rodríguez & Swalwell, 2023d) : Highlight how personal accounts can serve as counter narratives to challenge and expand the dominant stories of WW2. These narratives offer a fuller, more nuanced understanding of history.

Links between Past and Present: Draw connections between the experiences of those in Weihsien and contemporary issues. Ask questions like, "How might the legacy of internment camps be seen in today's society?" or "What lessons can we draw from the past to address current challenges?"

Solidarity (A central theme from Woodson, 2020, Harbor Me) : The resilience, hope, and solidarity exhibited by the internees are powerful lessons for students. Emphasize the importance of community, support, and collective strength in the face of adversity.

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Post-Visit Reflections and Extensions on Weihsien Concentration Camp Museum

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Post-Visit Reflections and Extensions on Weihsien Concentration Camp Museum

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Duration: Two 45-minute lessons

Lesson Objectives:

Engage students in reflection about their experiences at the museum, drawing connections between exhibits and prior knowledge.

Encourage students to think critically about dominant narratives and how they shape our understanding of history.

Provide students with tools to challenge and expand these dominant narratives.

Help students understand the concept of window and mirror in cirtical reflections and build understanding of feminism.

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Lesson 1: Reflecting on the Museum Experience

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Lesson 1: Reflecting on the Museum Experience

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Duration: 45 minutes

Objective: Students will reflect on their experiences at the Courtyard of Happy Way and Weihsien Concentration Camp Museum to understand the concepts of windows and mirrors in history.

Materials:

Journals or writing paper for each student

Projector or whiteboard

Pictures from the museum visit

Primary Source: Personal letters (Zeng, 2015) written by inmates from the Weihsien Concentration Camp. (Summary: These letters shed light on the everyday experiences, fears, and hopes of the detainees. By studying these personal narratives, students can gain deeper insights into the emotions and resilience of those interned. The value in this primary source lies in the raw, personal experiences they recount, providing students a window into the lives of the detainees.)

Procedure:

1. Warm-up: Gallery Walk (10 minutes)

Display pictures taken during the field trip around the classroom. Include some excerpts or images from the primary source.

Allow students to walk around and view the pictures. Ask them to think silently about their experiences, using the lens of "windows and mirrors": How did what they see act as a window into another world? How did any part of the experience mirror their own life or feelings?

2. Group Discussion: Sharing Impressions (15 minutes)

What was the most impactful exhibit for you? Why?

Introduce the concept of "windows" and "mirrors" here. Ask, "Which exhibits served as 'mirrors' for you, reflecting your own experiences or perceptions? Which ones were 'windows' that gave you a glimpse into a different world or perspective?"

Discuss the primary source: How does reading personal accounts differ from learning objective facts? How did the letters serve as both windows and mirrors for students?

3. Journal Reflection (15 minutes)

Prompt: Describe one exhibit or experience from the museum that stood out to you. How did it challenge what you knew about WW2? How did it reflect the concepts of windows and mirrors?

4. Closing (5 minutes)

Share some reflections aloud, especially touching upon the ideas of windows, mirrors.

Emphasize the importance of understanding multiple perspectives in history. Highlight that while the Weihsien Concentration Camp Museum focuses on a specific chapter of WW2, it provides an opportunity to reflect on universal themes of human endurance, cruelty, and the significance of mutual support or solidarity during trying times.

Homework/Extension Activity:

Assign students to find another primary source related to WW2 (e.g., diary entries, photos, letters) that acts as a window into a different perspective of the war. They should write a brief summary and reflection, discussing how this source provides a new understanding of the war and how it might connect with their personal lives or feelings (mirrors).

Picture Source:
乐道院潍县集中营博物馆. (n.d.). Exhibit hall miniature. Retrieved from https://www.wfsldy.com/exhibition/exhi_1013.html

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Lesson 2: Challenging Dominant Narratives: Recognizing Women's Contributions and Activism in WW2

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Lesson 2: Challenging Dominant Narratives: Recognizing Women's Contributions and Activism in WW2

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Duration: 45 minutes

Objective: To critically engage with the dominant narratives of WW2, highlighting the contributions and activism of women.

Materials:

Student-sourced primary documents from homework

Pre-selected primary sources highlighting women's roles in WW2

Projector and whiteboard

Images of women in WW2 (nurses, factory workers, resistance fighters, etc.)

Procedure:

1. Warm-up: Reviewing Homework (10 minutes)

Ask students to share their primary sources related to WW2.

Discuss as a class the various perspectives these sources offer.

2. Introduction to Primary Sources (10 minutes)

Primary Source 1 (Zhang, 2015) : Photographs of women working in munitions factories during WW2.

Summary: These images capture women taking over traditionally male jobs in factories, fighting on battlegrounds, and play vital roles in communities during war time.

Teaching Point: Highlights women stepping into roles traditionally reserved for men, showing their vital contributions to the war effort, and challenging gender biases and stereotypes.

Primary Source 2 (Li, 2008) : Excerpts from diary entries of Li Minzhen in resistance movements, during the Sino-Japanese War.

Summary: Personal accounts of female veteran Li Minzhen actively resisting enemy occupation, undertaking dangerous missions, and playing key roles in rebuilding the community after war.

Value: Dispels the myth that women were passive during the war and showcases their activism and resistance.

3. Discussion: The Role of Women in WW2 (20 minutes)

Display images of women during WW2.

Pose questions challenging the dominant narrative:

Why is the popular perception of WW2 often centered around men's roles?

How does this overshadow the contributions and activism of women?

Guide the discussion towards recognizing the vast contributions and activism of women during the war.

4. Closing (5 minutes)

Reflect on the importance of critically examining historical narratives and the impact of overlooking significant contributions.

Homework/Extension Activity:

Encourage students to explore local archives or speak with family members to find more stories of women's contributions and activism during WW2 or other significant events. They should be prepared to share these stories in the next class.

Picture Source:
新华网 (2015). Picture of female fighters during WW2. Retrieved from http://photo.china.com.cn/2015zzsl/2015-07/09/content_36018172_5.htm

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Potential Pitfalls and Creative Solutions in Lessons

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Potential Pitfalls and Creative Solutions in Lessons

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Normalization (Rodríguez & Swalwell, 2023a)

1. Pitfall: There's a risk of normalizing the traumatic experiences of Weihsien Concentration Camp's inmates. By learning internment camps in China and in the US, Students might perceive internment and war as "typical" events in history, reducing their emotional impact.

2. Creative Solution: Emphasize the uniqueness and severity of each historical event. Use primary sources to shed light on personal experiences, emphasizing the human element and resisting the urge to generalize.

3. Theme: Windows and Mirrors (Lin, 2016)  – Encourage students to relate personally, understanding the gravity of such events and imagining themselves or their loved ones in such situations. It fosters empathy without normalization.

Idealization (Rodríguez & Swalwell, 2023c)

1. Pitfall: Overemphasizing the themes of human endurance and mutual support may unintentionally glorify suffering, leading students to idealize the experience.

2. Creative Solution: While discussing resilience, also highlight the unfairness and injustice faced by detainees. Present a complex view of their authentic experiences.

3. Theme: Counter Narratives – Discuss stories that are not typically represented, like the ones of dissent or subdued voices. This counters the risk of presenting an overly romantic or sanitized version of events.

Heroification (Rodríguez & Swalwell, 2023)

1. Pitfall: By only focusing on certain individuals' stories of resistance and survival (such as the story of Arthur William Hummel), there's a risk of creating heroes, making other important narratives go unnoticed.

2. Creative Solution: While discussing notable figures or stories, ensure a variety of experiences are covered. Not just the "heroes," but everyday people and their struggles.

3. Theme: Links between Past and Present – Encourage students to find modern-day equivalents of these "everyday heroes." It'll teach them that heroism exists in daily acts of courage, kindness, and resistance. Oral Histories provide diverse accounts to broaden understanding.

Gamification (Rodríguez & Swalwell, 2023b)

1. Pitfall: Making the experience too interactive or game-like may trivialize the serious nature of the content.

2. Creative Solution: Any interactive elements should be handled with sensitivity. They should aim to enhance understanding, not to entertain. For example, role-playing should be designed to foster empathy, not competition.

3. Theme: Solidarity – Activities centered around this concept can help students understand the importance of community support during trying times without gamifying trauma. Resources like Facing History and Ourselves offer materials that approach sensitive historical topics with care.

Incorporating these creative solutions and keeping the mentioned pitfalls in mind will allow for a comprehensive and respectful exploration of the Weihsien Concentration Camp Museum's history. By weaving in the themes of counter narratives, links between past and present, solidarity, and windows and mirrors, teachers can use this resource to create a rich tapestry of learning that resonates with students and encourages critical thinking.

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CCTV Documentaries. (2009). Weihsien Concentration Camp (Part 3): A Beacon in the Darkness. CCTV Official Website. https://tv.cctv.com/2009/12/29/VIDE1355519858606751.shtml?spm=C95797228340.P3XSH3djsU2B.0.0

Common Core State Standards Initiative. (2023). Common core state standards. https://corestandards.org/

Courtyard of Happy Way and Weihsien Concentration Camp Museum. (2020). Special Exhibition on Western Expatriate Concentration Camps. 乐道院潍县集中营博物馆. https://www.wfsldy.com/exhibition/exhi_1014.html

Denenberg, B. (2003). The Journal of Ben Uchida: Citizen 13559, Mirror Lake Internment Camp. Scholastic Inc.

DENSHO. (2023). Home: Densho Digital Repository. Densho. https://ddr.densho.org/

Li, M. (2008). Female Soldiers of the War of Resistance Recall the Turbulent Years. Chinese Veteran’s Web. http://www.laobing.com/nbfc/nbfc9065.htm

Lin, G. (2016, March 18). The windows and mirrors of your child’s bookshelf | Grace Lin | TEDxNatick. YouTube. https://www.youtube.com/watch?v=_wQ8wiV3FVo

Ministry of Education of the People’s Republic of China. (2022). Compulsory Education History Curriculum Standards. 义务教育历史课程标准（2022年版）. https://www.htu.edu.cn/history/2022/0905/c18511a251113/pagem.htm

PBS. (1999). Children of the camps: The Japanese american WWII internment camp experience. https://www.pbs.org/childofcamp/

Rodríguez, N., &  Swalwell, K. (2023). Heroification: The “Founding Fathers,” Suffragists, and Civil Rights Movement Leaders. In Social Studies for a Better World: An anti -oppressive approach for elementary educators (pp. 88–110). essay, ROUTLEDGE.

Rodríguez, N., & Swalwell, K. (2023a).  Normalization: Families and Holidays. In Social Studies for a Better World: An anti -oppressive approach for elementary educators (pp. 48–66). essay, ROUTLEDGE.

Rodríguez, N., & Swalwell, K. (2023b). Dramatization and Gamification: Immigration, “Westward Expansion,” and Slavery. In Social Studies for a Better World: An anti -oppressive approach for elementary educators (pp. 110–134). essay, ROUTLEDGE.

Rodríguez, N., & Swalwell, K. (2023c). Idealization: Communities and Community Helpers. In Social Studies for a Better World: An anti -oppressive approach for elementary educators (pp. 68–88). essay, ROUTLEDGE.

Rodríguez, N., & Swalwell, K. (2023d). Why Social Studies Can Change the World. In Social Studies for a Better World: An anti -oppressive approach for elementary educators (pp. 1–24). essay, ROUTLEDGE.

Uchida, Y. (1996). The bracelet. PAPERSTAR Books.

Woodson, J. (2018). Harbor me. Puffin Books.

Zeng, J. (2015). Survivors of the Weihsien Concentration Camp return to their place of detention to recount the times from 70 years ago. Chinanews. http://politics.people.com.cn/n/2015/0817/c70731-27475108.html

Zhang, R. (2015). Chinese Female Soldiers during the War of Resistance Against Japan. Picture China. http://photo.china.com.cn/2015zzsl/2015-07/09/content_36018172.htm