Final Essay

[Anonymous]

Literature cannot be taught in a vacuum. As an English teacher, I approach novels, short stories, and poetry with a historical lens. In order to understand the message a writer or poet is trying to convey, one must understand the writer’s perspective. The best way to do this is to research and understand their life and philosophy. This class has helped me better understand the philosophies and histories of East Asian cultures, so I can have deeper insights into the Asian literature I teach.
I currently teach ELD 3, English 9 college prep., and English 9 GATE classes. For the English 9 courses I use the Holt Literature and Language Arts textbook which has short stories, essays, art, and poetry from many different cultures. This course has helped increase my understanding of specific pieces in our book. For example, “Cranes” by Hwang Sunwon tells of two childhood friends that end up on opposite sides of North and South Korea. Our guest professor helped me better understand the travesty of friends and families separated by the thirty-eighth parallel. There is a poem written by Japanese American poet, Juliet S. Kono called “Internment” which tells of the relocation of Japanese in internment camps. I am torn more by this because I can see why Americans had a fear of the Japanese now that I know more about what the Japanese did in China, while I still understand that it was wrong to move these families and take their homes. Still on the subject of WWII also learned that Americans had dropped flyers to warn the people of Hiroshima and Nagasaki--something that I never knew before. That would be interesting background to add to Albert Einstein’s letter and interview featured in our textbook and a class discussion on whether or not dropping the atomic bomb was the right thing to do. The book also has two poems written by Chinese Americans. One of the poets, Li-Young Lee’s history is more poignant to me since his father was the personal physician to Mao and that their family fled China in the 1950’s. Before I knew that Mao was a dictator--but that was about it. From this class I have learned so much more that colors and deepens my view of what the Chinese have gone through and why their country is in the position they are now --where they are trying to jump into the 21st century, but still control their people. With each of these topics--the increase of knowledge that I have received has helped me see that these global situations are not simple black and white issues. Just like life--there is so much grey.
I did not have much background knowledge and information when I approached anything that was related to Asia. Now I have a better understanding of the countries of East Asia--and understand their present because I know more about their past. I can take this information into the classroom and am better equipped to help my students see Asian literature and culture more fully.
edited by thatch on 1/4/2017
edited by thatch on 1/4/2017

[Anonymous]

This fall semester I was provided lots of information that certainly will help me to enhance my lesson plans. In every session I felt as if I was riding an informational/emotional roller-coaster, some sessions were very sad, because the pain and suffering of the war victims. From session one until session twelve, all professors share their expertise and gave us excellent ideas on how to use all materials. Learning the history of East Asia from historical times to present gave me enough information to have a better understanding about their culture, economy and political ideology that I can incorporate into my lessons.
Now teaching about East Asia, became easier because I have the needed background knowledge to guide students in their inquiries about the subjects studied. This fall semester for example, as I was learning in the workshop, I had the opportunity to talk about different topics in the classroom; such as women as national leaders, using the articles about Park and the social unrest that happened in her country and looking about the similarities in Brazil which ended with the impeachment of Rouseff and the political campaign of Hillary Clinton. Similarly, using the article about the “Yasukuni Shrine” students compared it with the monument honoring victims of the 9-11 attack. Definitively, I have been giving the necessary tools to continue expanding lessons by adding interesting facts about East Asia. At school I have students very interested in the Asian culture, many girls are following the cosmetic products of Korea and the anime from Japan.
Thanks USC East China for giving us the opportunity to learn and become better informed teachers, so students can be exposed to the history and culture of such important part of the world. East Asia is a very important part of the globe. Politically and economically today’s world is intertwined therefore, it is very important to create awareness and educate the future generations and learn more about it.

[Anonymous]

History has always been, to paraphrase Mark Twain, "a subject everybody wants to have studied, but no body wants to study." This is one of the difficulties I've found in thirty-one years of teaching. We want rigor and challenge within our educational system and we want our students to learn how to approach knowledge from a cognitive level of study. Unfortunately, the educational system itself with it's emphasis on large classrooms of 35 or more students does not truly lend itself to this approach. Those who have designed programs such as "No child left behind," or "common core" fail to understand that many of our students have not yet reached a maturity level that promotes cognitive thought. High school students are going through dramatic changes in their lives, physically, mentally and emotionally. There are of course the exceptional students who mature early and come to a better understanding of themselves and the importance of learning to their future lives, but for the majority they are still functioning more on an emotional than a cognitive level. That is why I found this seminar interesting and useful.

The details presented in coming to an understanding of Modern East Asian History are a rich source that can be exploited to help connect with the typical high school student. Examples can be as simple as seeing the cultural importance of moon cakes to Chinese celebrations, or as complex as the driving motivations that led Japan to attack Manchuria and Pearl Harbor. Weaving into the historical tapestry the individual stories of people who lived through the historical epoch of conquest, revolution or cultural change helps students connect to the events. Once connected, these events take on a deeper, more easily remembered form and become the basis of interaction between the students, giving them shared stories and shared understanding.

I found the organization of the class to be easy to follow and the preparatory reading both stimulating and thought provoking. Most of the handouts can be easily adapted to the high school level curriculum, especially when using them as primary source material. One point I plan to emphasize in future classes dealing with China and Western Imperialism is the perspective of the years between 1840 and 1950 being an age of humiliation for the Chinese. It is an perspective that is not taught in our current texts. It helps one understand why, following the success of Mao and the Chinese Communists, they were so adamant in their resistance to interact with western capitalist countries. I also plan to include more background and detail on the Korean experience following its annexation by Japan. Again, it is information one cannot find in current texts. The material presented in this seminar will allow me to enrich my current World History courses and will provide a rich source of learning that does not merely outline history, but imparts its lessons to my students.

If there is any area of criticism that I might mention, it is only that it would be of great benefit if the reading selections for each of the seminar's topics could be promulgated in a manner that allows its participants to be better prepared for the lectures. This, of course, is something I fully understand is often subject to the vagaries of fate in the form of schedules, meetings, commitments and other such circumstances that higher academia places on the learning process, so the criticism is at best, a mild one and not intended to be more than a footnote. Overall, I thoroughly enjoyed the experience and opportunity you presented and look forward to any future seminars you offer.

Jim Hayden

[Anonymous]

USC China –Essay
This was my second seminar that I applied for through the China Institute and was not disappointed with the content and guest speakers. With this seminar being in the fall, I was not thinking about how difficult it would be to complete all of the work that is required, while teaching and making sure all of my work was completed for my day job. I teach Special Education and in high school, we have to write and hold IEPs for every new freshmen within the first thirty days of school. Even though it was challenging for me to stay motivated in completing all of the work, I was never disappointed in the information, speakers, and content that was presented.
Being a special education teacher, most of the information that is presented is new to me. I do not teach units on any parts of China, Japan, or Korea. The closest I come to getting any of this information is from literature we are reading, or one of my favorite students who is a lover of history and is excited that I am learning about this area. One day, he put a question on the board about dictators and the number of deaths that they were responsible for under their rule. I was the winner in stating that it was Mau. Every class that I attended through the seminar brought me new information and insight on the different areas of study, and helped me understand in a more personal way because of the expertise that was brought from the speakers.
One of the topics that has almost haunted me was learning about Japan taking over Korea. It sparked a memory and was not the first time for hearing this information, but was more personal coming from an accomplished professor and now having relatives from Korea. When the professor spoke about how the people had to change their names and almost erase who they were and their family histories, it touched me and broke my heart. During this time my students were reading The Book Thief, and we made comparisons between the Jews and Koreans in having to suppress who they were, what they believed, etc. for survival. My students wrote about this and I was touched with the level of understanding that was reached through this discussion and information.
I was also very interested in learning about the Hukou System and how China uses this to keep track of their citizens. What an asset having Professor Dube, who has lived in China and has experienced firsthand some of the things that he shares and teaches his students. Since I found this to be of interest, I knew my students would be fascinated by this system and would be able to incorporate this in a few of the classes that I teach. For example, I could talk about how this system impacts people socially and use it to spark discussion with my social learners. I could also use it with my English students and compare it to how the Nazis operated in dealing with the Jews in the book that we are reading. And finally with my work skills class, we can make Hukou Cards and learn about how China monitors and regulates different areas of peoples’ lives and how they are affected by this system.
Being involved in this seminar has given me so much information and insight to bring back to my students and I look forward to bringing and keeping Asia in my classroom.

[Anonymous]

After having the opportunity to participate in my third USC US-China Institute I feel like I am prepared to incorporate a number of East Asian topics into my lessons. The focus on Modern East Asia was especially useful as this aligns with my US History courses. Specifically, the lectures by leading scholars in Japanese history will be included into my lessons on World War II in the Pacific. I will also include the use of primary sources including diary entries. The exercise where we analyzed different diary entries from the Chinese Civil War was especially helpful. I am planning to recreate this type of lesson using diary entries from those involved in the bombing of Hiroshima and Nagasaki.
Already I have been able to transfer details from Dr. Yamashita’s lecture on the “Opening of Japan’ by Commodore Matthew Perry and the subsequent Westernization of the Japanese islands. This has been a new emphasis in my US History classes and I believe it will prepare students for our further study of modern Japan including industrialization, imperialization and eventual war. Anectodately, I have also been able to discuss the incident of the Forty-Seven Ronin with students. I believe it is important for students to understand Japanese culture, including the code and rituals of the Samurai, to fully understand 20th century Japanese history. I have also been able to incorporate many of Dr. Yamashita’s Historie Proleme into my US history classes including: What brought Perry and many other Euro-Americans to East Asia.
Attending this recent Modern East Asia Seminar has allowed me to incorporate many details that I was unaware and provide my students with a more thorough understanding of the past and current relationship with the U.S. and most specifically Japan.

[Anonymous]

I also agree with Jim on the popularity of Mao in China. Many students are confused why he is still held in such high esteem by the Chinese people, well at least the Chinese government. After years of economic subjugation by western powers, the Chinese finally get their country back after the Communists gain power.

[Anonymous]

This class offered through USC has been wonderful. I always love learning, but this has exceeded all my expectations. Last semester I took the other course offered and enjoyed it equally as this course. I have taken all this knowledge and I have run with it. My Sophomore’s learn about Tienanmen Square in 1989. My sophomores also read the novel Tie’s that Bind, Tie’s that break by Lensey Namioka to go with our anchor unit Individuality vs Conformity. The novel was interesting and kept the kids engaged. With my Seniors I used the discussion on the aging populations with our unit on the value of life. I love adding in the information I learned anywhere I can. Thank you for great information and learning. I can’t wait for the Summer session.

[Anonymous]

Honored to learn more about the history and culture of Modern East Asia. I enjoyed listening to the guest speakers and thank the USC US-China Institute team for making this happen. Hopefully I can attend the NCTA study tour and visit the historical and cultural heritage sites in Asia. Since I teach Video Production, my students can explore the culture of Modern East Asia through the visuals presented by our guest speakers and resources posted on our forum. Some impactful videos that students would examine include “Invisible Wall”, “Seven Samurai”, “Who Will Feed China”, “Environmental Ethics” and “Christmas without China”. Students will explore life in a 16th century Japanese village from director Akira Kurosawa’s relevant film “Seven Samurai”. The photos of China’s cram schools depicts powerful images of Chinese students with intravenous drips to keep them alert while studying. They are forced to study and the system at Maotanchang prohibits leisure time. Our own students would be shocked comparing LAUSD’s education system to that of China’s military like schools where there is extremely high pressure to pass the exams. Most Chinese parents sacrifice a great deal for the future of their only child. “Invisible Wall” was another moving documentary where students can examine the challenges of a migrant family’s daughter who can’t further her education in Beijing since her “hukou” is not in Beijing. This film raises similar issues with our low-income families who also cannot afford to live in neighborhoods with better schools and are left to make difficult financial choices. Students can gain a better understanding of their own parents’ perspective by listening to the Chinese parents shown in the film. The father wants his daughter to have a great education beyond high school. Mother is use to her community but believes Beijing has more to offer. Hopefully students in the states can be inspired and appreciate the sacrifices parents make for their future in comparison to that of this family in China.
edited by Mayw on 1/21/2017

[Anonymous]

The seminar was a wonderful experience making accessible the history of, social aspects as well as a few subtleties of Asian culture presented broad strokes. As a professor and high school teacher, these courses offer invaluable tools to not only better relate to my international college students but also bring Asia into a high school classroom that would normally would had little to no exposure. With the inclusion of the films discussed as well as the historical topics presented in the seminars, I can modify my curriculum to include these elements so that students can broaden their social and cultural awareness by exploring media depictions, representations and identity. Exploring a culture through the arts makes accessible qualities that cannot be quantified in the black and white texts of historical fact telling. Students will research and develop an understanding of the human experience by exploring a culture that is in some ways the mirror opposite of their own.

An example of a possible lesson that was provided during the seminar was the review of the journals of the Chinese children who lived through the Japanese occupation. Both Vivian Kwan who was about 8 or 9 and Rebecca Chan who was 6 were living in Tianjin. Reading their journals would be excellent entry points for students to learn to understand the power of Testimony (specifically for documentary filmmaking) as well as contextualizing Memory. Students can explore the impact of the passage of time on the ability to recount experiences. They will explore the value of testimony and memory. As students explore the elements of documentary storytelling these discussions should motivate students to not only question, but understand the source as adding qualitative or quantitative value.

Art creates dialogue. Mao Zedong on Art and Literature would be a great topic to explore in both my film and documentary classes as students explore the value of art as a representation of a people. An artist has a point of view, something to say a reason for which to communicate with the world. Any form of art from film to paintings, if there is no point its like having a conversation with someone who is rambling and just wasting your time. An audience needs a reason to listen, to interpret and to question whatever points are raised by the work. Students can explore the reason, motivations, of the artist expressed specifically through Asian art both discussed in the class such as the Korean media representations of new women as well as additional resources gathered for class discussions.
edited by rcharles on 1/22/2017

[Anonymous]

I agree that it is important to incorporate art into history lessons. The posters created during the cultural revolution and served as a tool of propaganda for Mao's China are especially relevant and I believe interesting for students. It would be interesting to compare these posters with ones in the Soviet Union at the time as well as wartime posters in the U.S.

[Anonymous]

I entered this seminar because I felt that as an educator I needed more knowledge on East Asia to teach it. I was most pleased with the focus on the issues facing the modern world. Some lectures that stood out were the discussions on aging, family planning and K-Pop. I feel that I will be using all of that information in my classroom to engage students with the modern history. The documents were helpful in understanding the topics as a whole and to get a jumping off point of what to give students. Some documents would definitely need to be modified, but I found the news articles were perfect! The K-pop discussion will be incredibly interesting to my students as they are very interested in what other kids live like. I also felt like the information on the war years in Japan will be useful in teaching WWII. As history teachers, many of us focus on the European theatre in the war and the war diaries opened up a different viewpoint. I envision an activity comparing The Diary of Anne Frank with some of the wartime diaries from Japan. There was also some discussions on the role of women in modern Asia and I think that information will be a great resource. I would like to teach a lesson comfort women, I am working on how to bring that up in an appropriate way in the classroom.I feel that I was able to grow in my understanding of Asian culture and feel better able to address my students needs.

[Anonymous]

This class has been an exceptional experience.

Generally speaking, it has given me a much better understanding of China, Japan, and Korea. In addition to assignments for class, it has shaped my free reading choices this year and I will probably continue to read books and articles about East Asia well through the summer. It has also made a complex subject that I was hesitant to teach, more palatable.

As a History teacher, I particularly enjoyed the classes on Japanese History, the discussions of colonial Korea, and the emergence of Communist China. Much of the material in the class is beyond what is in student textbooks, and could be adapted to suit my usual World History courswork, both in Middle School and High School. Often the History Books in my non-AP classes focus on the West, and then China and Japan get a chapter or two, Korea recieves no attention. I have copious notes from the seminars and ideas for lesson plans written down, which I will try to develop as I teach.

Currently I am teaching US History, so I can’t wait to get further into the semester, when we start covering WWII and Globalization. I’m going to include a lesson on Commodore Matthew Perry and the opening of Japan as a set-up for Pacific conflicts during WWII. Additionally, I would like to offer a counter-narrative of WWII from an East Asian perspective, helping students deal with concepts of periodization and interpretation. This class has also helped me bolster my Geography class. I plan on creating lessons on demography, globalization, pop-culture, and modernization—though I haven’t fully thought it through.

Ultimately, I think the experience was wonderful, but what I think has been most valuable, is that it has given me materials and experiences that I can share with students in a field I knew little about. The students will gain a much richer education concerning East Asia thanks to this class.

[Anonymous]

I am proud to say that this is my second USCI with a study tour in between.

This 2nd institute has helped to fill in the gaps and provided a little more information about a part of the world that had always been so mysterious to me. What I've learned is that, much like Maya Angelou's poem, "Human Family", "we are more alike my friend/ than we are unalike." This institute has equipped me with information and courage to approach topics, make comparisons, and provide resources and videos that I wouldn't have before.

For the past two weeks, my class was talking about how there is "no royal road" to learning or reaching our goals, and that we all have choices to make. In one of the essays, there was a reference to the "Tank Man" at Tiananmen Square - my face lit up like a Christmas tree because it was another opportunity to not only share my experience being there, but to also locate the video and share it with my students. They were amazed and there eyes were fixed on the screen, marveling at the raw courage of this unnamed individual who faced those military tanks unflinchingly.

It's moments like that, the beginning of an awakening, an awareness, that must be the goal of the institute. Awareness and exposure are how you break down stereotypes and with the breaking down of stereotypes, walls come down. Those erroneous, deeply held beliefs that we had and held as true dissipate as mist in the wind...

I can't wait to use more or what I've learned as I juxtapose it with things that are traditionally taught in 8th grade English.

Thank you for such a wonderful opportunity.

[Anonymous]

If anyone is interested, I found a book written by a Nagsaki bombing survivor on amazon.com called Sachiko: A Nagasaki Bomb Survivor's Story by
Caren Stelson. It's about $15 and is hard cover. I bought two copies to have in my classroom. I love the idea of providing memoirs for my students to read. It's one thing to read about events in text books or newspapers, but to hear how events effect individuals who were there and saw...man...

[Anonymous]

This is the second fall session I have attended, and I am excited about being back for the Spring session. As with any class that covers such a broad range of topics, it is easy to get overwhelmed by myriad topics not just in one country, but in multiple countries. But I've seen that during this second session, I understand much more, and have developed schema that I can attach new learning to. Being back a second time has allowed me to deepen my understanding of things I'd previously learned as well.
One large change that has been made in the last year is that my school district has adopted new English language arts curriculum and textbooks, so it is a very good time to develop some short lesson plans to accompany the stories and subjects in the new textbooks and the new standards. My understanding is that there are only two possible textbook adoptions for all of the public elementary schools in California, so I am looking carefully at attaching extra research to the stories and themes in the textbook adoption. There is a section that allows for the integration of knowledge and ideas where students are allowed to conduct a short research project.
I am beginning to write these lessons for the Fall session, but I will expand during the Spring 2017 session and write some more actual lesson plans during the 12-week duration, rather than waiting until the end. I am ready to do that now that I have had a few months with the new textbooks. I have previously been part of a team to deeply learn about the new standards, so I have a lot of training under my belt already with the Common Core State Standards.
I have already shared my readings about the Yasukuni Shrine with my students, as well as the traditional Korean dress, called Hanbok, among other things. But I want to go back to some of the notes I've made throughout the Fall session about lessons I can create to introduce other topics to my students about the rise of machines in Japan, current geography in the East Asian Region, filial piety and how that relates to how we are developing character, and etc. I hope I will still have access to my posts from the Fall, because I will need those in order to flesh out what I started during those weeks.
My final essay is sounding more like my plan for the Spring, but I do feel that I am in the middle of a project, rather than at the end, especially given that this is the first year we are working with new curriculum to accompany the CCSS's. It's a LOT of work! But the perfect time to create extra lessons about Asia

[Author]

Posts