Terrific session (despite the heat) and I confer with the first post about learning how a country's history and society work into the individual's view of life and fate.  I particularly enjoyed Dr. Jung-Kim's references to filial piety and the continuation of Confucianism and the continual transformation of Confucianism (Neoconfucianism) in Korean society, especially with the development of the role of women in the society during all of that development.

For me, it is a complex subject to teach on and communicate the subtleties, especially it's transfer from Chinese culture to Korean culture.  And this is made even more complex when I have Korean, Japanese and Chinese first and second generation students in the classroom.   It was very helpful to hear all of that from a Korean perspective and how it transfered from China and then how it played out in Korean society in context with the Japanese influences.

I thought that Dr. Jung-Kim did a great job of summing up the history of Korea from Chosun to the Kim Dynasty. Of course, it was hot in the room, but amidst melting, the information was very useful. I especially resonated with the story of the Blind Man's Daughter. I thought it would be a great introduction for my students that are 7 to 9-years-old. I found a website that tells the story using audio, http://www.storynory.com/2008/11/17/the-blind-mans-daughter/ --Might be useful to my fellow elementary teachers. Since the story has a happy ending, I think the students would learn a lot about the Korean culture from it.

I also found the reading on "When My Name Was Keoko," to be a helpful resource. I imagine assigning a project in which students would choose different names for themselves. I realize that the text described Korean and Japanese conflicts, but I'm not sure if that subject matter would apply to my little students. Since Japan was taking over Korea, maybe America's current issues over immigration (DACA) might spark too much controversy for young children.

I thought the readings from China, were very interesting. I m interested to know the inhabitants of Ghouzou tired to resist foriegners and what the outcome was. I ouwld like to use excperts from this reading to give students a view of the Chinese perspective on the Opium Wars. Additionally, I would use the information from the "Bad Habits" reading to have students analyze the treatement of women. 

I agree with all the reasons as to why we should learn more about East Asia.  There are growing relations between countries.  For example, my school has a sister school in China, HuJiaLou Central Primary School, and they have sent 16 students to spend three days in our classrooms in previous years.  It would be nice to be able to connect with these students and understand their culture before they come again. 

One idea that came up to me as I was listening to the speaker was how I can integrate some of that information into my lessons.  One of our reading units is "Many Characters, Many Points of Views".  I could mention how there are growing tensions over the name of the sea between Japan and China based on how each country has their own point of view.  This is just an idea but will definitely be mentioning this when I feel it's an appropriate example. 

Korea's "Top Ten Things" is a short read that gave me many ideas for my classroom. I think getting the information to our students quickly, but packed with information is a good idea. In the article, "Top Ten Things to Know about Korea in the 21st Century," I learned a lot of information quickly. I love the list format and I know my young students will too. 1. Korea is not small, it is heavily populated but not within much land space. My students could trace outlines of North and South Korea on top of a similar region. 2. Korea is an older country, with previous isolation, dated back to at least the paleolithic era. I think students could do a project similar to a family tree, with the opening lesson on how far back we can date places like Korea. 3. Many inventions come from Korea. Science anyone? Kids will create something new using as many resources as possible. 4. Korean's like nature. Campus clean-up day. Field trip to the beach for clean-up. The ideas for recycling are endless. 5. Confucianism is a philosophy. We can study other religions and find similarities and differences to our own, and celebrate each difference! 6. Korea is it's own country, and is not China. This could be a writing project where students write All About Me papers. Students will read to each other and see we may come from neighboring countries, but we are all unique. 7. Trade is good in Korea. Show and Tell, Sharing is caring. fro second and third graders, this is a great lesson. 8. Technology. Any project would be good. Students can create Google Slides presentations! 9. The Korean peninsula has many great interests. I am thinking students can present something from their own cultural heritage, and we can compare with Korea. 10. The future of Korea. Every day when we teach our students we are already looking towards our future. And we need to teach them that we are all here together on this great big planet.

I'm in the situation of doing the readings after the seminar, which actually had a tremendous amount of merit when it came to reading When My name was Keoko. My knowledge of Korean-Japanese relations was very limited, but I felt a lot of empathy towards the characters of the story thanks to the historical context (the invasion, the olympics, etc.) that was provided. I think that the anecdote will resonate with students. The story begins with how a young girl navitages through her family, which is something a lot of teenagers can relate to - navigating how they talk to their parents, how they get back home without getting in trouble, where to go for chisme (gossip). But where the story turns is with the introduction of a a huge change to the korean community with the japanese and I think that many latino-americans can feel empathetic towards the sitaution based on the socio-political and economic changes occuring within our country. I really appreciate this reading and I think I can use it with my students.

The short excerpt of When My Name Was Keoko illustrates what happens when culture, country and identity are threatened by another. The story shares how Sun-hee, her family and the rest of the Korean population had to change their Korean names and take Japanese names. The excerpt also included the true life event of the Korean Olympian who won the marathon under the Japanese flag and name. Sun-hee’s uncle was outraged by the fact that the marathon runner was acknowledged by his forced Japanese name.

Many countries have similar histories where a group of people are robbed of their identity by an invading group of outsiders, unwanted guests, or by a government that simply does not recognize individuals due to their immigration status/history. What really resonated are not the social oppressors themselves, but the bystanders. The whole world and the Olympic association either was not aware or accepted the fact that the marathon runner was acknowledged by his oppressor’s name, not his own, completely erasing the Korean name and culture. Sun-hee’s friend also exemplifies the many bystanders in events of oppression. Tomo, who is Japanese, doesn’t understand the need for a name change and is also frustrated by having to adjust to everyone’s new name. Yet the only thing he can do or say is how “It’s such a nuisance.” Sun-hee recognized that it is his way of apologizing for the name change. Many people do not question or wonder why such laws that threaten another culture and identity are implemented, and if they do, they are not equipped or feel unequipped to do anything about it. This story is so relevant with current events with the vote of ending DACA and moves to remove a group of people who have identified as Americans, but not recognized as such.

I am captivated by this story. I plan on buying the book to learn more about the Japanese invasion of Korea through the eyes of the oppressed.