ACTIVITY: A Listening Inventory

Explain to students that they will be watching a series of short clips from the documentary film The Apology. The clips offer a window into the lives of three women forced into military sexual slavery by the Japanese Imperial Army during World War II.

Step One: Setting the Historical Context

Review the historical context of World War II in the Asian-Pacific region. There are many maps of this period of time including this one from West Point. The purpose of this review is to have students get a sense of the geographic scale and span of the Japanese occupation.

We highly recommend reading this brief overview of Japan’s quest for power from 1931-1945. See “Japan’s Quest for Power” in Asia for Educators from Columbia University.

Step Two: Introduce the Exercise

Set the format: Have students get a clean sheet of paper and pencil and ask students to remain quiet throughout the activity in order to help foster a space for reflection.

Explain the activity: Share with students that they will now be watching a series of short clips from the documentary film The Apology. Explain that after watching each clip a question will be posed to prompt reflection on a particular detail from the segment. Explain that after watching the sequence of clips, students will use their answers to construct a cinquain poem to help them reflect upon these women’s stories and this episode of World War II history.

Step Three: Watch and Write

Watch Clip 1, then, read aloud this statement from Grandma Gil:

“I understand that my visit is not appreciated. It is very difficult for someone like me to come to Japan. I don't know what you think about people like us who have been abused like us. We were born human, but haven't been able to live like normal humans. I will keep talking until the day I die. I am sincerely asking the Japanese government if they can speak the truth. Once we resolve the 'comfort women' issue, this war can finally end.”

Writing Prompt: Thinking of the public statement Grandma Gil made at the Japanese Embassy in Seoul, and what you watched about Grandma Gil’s life. Write two words that you feel describe her personality.

Watch Clip 2, then have students respond to this writing prompt:

At the time of filming Grandma Cao lived alone in China at the age of 92. After “meeting” Grandma Cao through this film clip, write four words that describe her personality and/or her home.

Watch Clip 3, then have students respond to this writing prompt:

In this clip we “meet” Grandma Adela and her fellow Filipina World War II survivors at their monthly meeting. Choose six individual words or create a short phrase that describes Grandma Adela and her community of women.

Watch Clips 4 and 5. After watching the clips, ask students to respond to this writing prompt:

Write down eight words that describe the emotions you felt or observed in these two film segments of Grandma Gil.

Watch Clips 6 and 7. Have students note one word for each clip that describes the actions of the Grandmas and their supporters.

Step Four: Writing a Cinquain Poem - Processing Difficult Content

A cinquain poem is a 5-line poem that does not rhyme and can be written about anything. The syllable pattern of a cinquain is 2, 4, 6, 8, 2; with this pattern, a unique visual shape emerges.

Instructions for students: Write down the words you used after viewing each of the film clips from The Apology. You may elect to assemble them as they were written or you may elect to move the words around to create another form.

Continuing to be silent, have students spend ten minutes creating their cinquain poem from their written responses to The Apology. If time allows, have students share their poem in pairs or invite volunteers to share with the entire class.

Collect the poems from students. You may begin the next class in one of these ways:

1. Posting the cinquain poems around the class and have students silently walk around and read the poems.
2. Assemble students in small groups and have students share their poems.
3. Passing out the poems randomly in class. Have each student write a response to the author of the poem on the back of the paper. Ask them to sign their name and return the poem to the author.