Sam’s presentation was a depth of familiarity. I have left my Asian studies far behind as I entered my teaching career. Now, with the multiculturalism in our classrooms we need to have a greater understanding of a world society. I am encouraged to read and understand more.
I enjoyed Sam as well. The origins of Japan are quite interesting, and I liked how he presented the information as puzzles. I think students would love to learn about the Japanese castles. They would be fascinated and really do enjoy learning about other cultures.
Why did the girl die? In the excerpt from the Tale of Genji, what happens to her? And him? :~
I had a successful day during the 1/2 day before Xmas break. I teach Geometry. One of the challenges of Geometry is simply for the students to recognize what all the symbols mean: congruent, therefore, less than, parallel, etc. To approach symbols from a different perspective, I showed students logos such as Nike, Toyota, Chevy, etc and they were mostly able to recognize each of them. Then, I showed them some math symbols and they got most of those also. Lastly, I showed them some Chinese Characters.
Then, I had them write their names in Greek, Korean, Farsi, and Hebrew. Lastly, I gave them a worksheet and information sheet on Hiragana and Katakana. While they filled it out, we watched Spirited Away in Japanese. Good day. (a)
I enjoyed Sam's presentation as well. I liked how he organized his lecture into puzzles too, which is an excellent way to gain student interest.
I found an interesting article about Sam on the Internet:
http://www.honoluluadvertiser.com/apps/pbcs.dll/article?AID=/20051205/NEWS01/512050325/1190/NEWS
The article discusses Sam's book, "Leaves from an Autumn of Emergencies: Selections from the Wartime Diaries of Ordinary Japanese".
I want to get a copy of this....I have a great interest in World War II and it's very hard to find any insight from the Japanese civilian side of the war.
Louis
What a wonderful way to bridge different subjects. Math truly is a "foreign" language to some of our students, and it must have been fun for them to experience the discerning of those symbols as a game. I teach both math and social studies. In my social studies class, I do give the students an opportunity to write their name in cuneiform, hieroglyphics, & Greek. Hiragana & katakana would work here well, but we don't study Japan. I think it would be very difficult to do it in Chinese, but if there is a phonetic translation and anyone would be kind enough to give it to me, I would love to give it a try. The kids have a great time experiencing the different languages and also realizing how difficult some are. In our China unit, I usually allow the students to try to do introductory brush calligraphy and write "China". It gives them a new experience with different writing utensils and an appreciation for the difficulty. For my more advance students, I encourage them to use the brush & strokes correctly to also appreciate more of the beauty and art of the writing as well.
Malynn
Becky and I have worked on our lesson plan for our curriculum; one part will be the numbers in Chinese. I thought it would be a great source for teaching math using different symbols in a game as Malynn mentioned. Please see attached as part of our lesson plan we have been working on so far for your reference if any.
Ju Wei