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AnonymousThis website http://www.usinfo.state.gov/eap/ had very helpful articles about countries in East Asia and could be a good resource for students to check out the news in that region for reports and discussions.
AnonymousThis East Asia collection is a library of over 90,00 catalogued books, reference materials and periodicals written in Chinese, Japanese, and Koren. The material is strong in the humanities and social sciences and particularly emphasize the history and literature of East Asia. This could be an invaluable resouse to get source material for serious research. The website is http://www.lib.umd.edu.EASIA/ .[Edit by="skiwasz on Jul 3, 12:51:27 PM"][/Edit]
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AnonymousThe Center for East Asian Studies (CEAS) at Stanford University is a collaborative and innovative community for scholars and stdents of East Asia. It was formed to increase interdisciplinary communication among linguists, historians, political scientists, anthropologists, and others who want to focus on East Asia. it is an excellent resource for sharing ideas and learning about the cultures fromthat part of the world on many levels. Whe website is http://www.ceas.stanford.edu.[Edit by="skiwasz on Jul 3, 1:14:44 PM"][/Edit]
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AnonymousThis website at the University of Iowa Libraries - http://www.libluiowa.edu/eac/ has a diverse collection of materials. The teacher or student can fill out an online acquisition request to suggest journals and books that you would like to see added to the East Asian Collection . They have extensive collections from China, Japan and Korea. As a result of so much input from so many people, they are able to have a wide selection of materials to gather for research, reports or to write more comprehensive articles on a varity of East Asia Subjects.[Edit by="skiwasz on Jul 3, 1:14:56 PM"][/Edit]
AnonymousThe Institute for Southeast Asian Studies - http://www.iseas.edu/sg/ is a research center dedicated to the study of socio-political , security and economic trends and developments in Southeast Asia and its wider geostrategic and economic environment. It is particularly useful for the student of economic or political science issues regarding Southeast Asia. They're intention is also to enhance public awareness of the region and facilitate the search for viable solutions to the varied problems confronting the region. It is a good site to look at before having discussion and debate on key topics about Southeast Asia.[Edit by="skiwasz on Jul 3, 1:14:21 PM"][/Edit]
AnonymousI was at the Islam in Asia workshop and was lucky enough to catch Professor Dru Gladney's lecture on Muslims in China. So, when I got home, I checked out a few websites of the presenters. Professor Gladney's site is useful if you need some information on what Muslims in central Asia looks like. You can compare Muslims of the Middle East to Muslims of Central Asia. I was surprised (even though I shouldn't be) at the images of these people. I kept thinking of Muslims as middle eastern or north african looking people. Not like people with east asian features. There are also other pictures of Central Asia, good for study geography and climate. Also, there are videos and lectures on Islam and Central Asia which might provide a background for teachers interested in teaching this topic. The site is: http://www.drugladney.com
AnonymousThis is one of my favorite website to check out from the Islam in Asia workshop. It's actually way cool for adults as well as students and younger people. It's a village on the internet, a virtual village! Professor Peter Gottschalk and a few other colleagues got together to create the Arampur virtual village. One can literally enter the village, walk in different directions, meet people and have a 360 degree tour of the village. It's great. I wish there were more villages available online. However, if you happening to be teaching about India or Islam in India, this is a great site to use. Your students will be engrossed. This site is: http://www.virtualvillage.wesleyan.edu
Check it out.
AnonymousThe AskAsia website is extremely easy to navigate and well organized. I explored the lesson plan database and found a lesson that could easily be applied to any subject matter. It was focused on a Mongolian saddle. But, it requires students to think as an archaeologist, which takes the lesson to a different level. Students begin to use inquire skills to really analyze the object. The discussion questions are also applicable to other lessons. I wrote down the questions and hope to use them next year when looking at objects or images.
AnonymousThe Visual Sourcebook of Chinese Civilization is truly a unique find. The web address is http://depts.washington.edu/chinaciv/ It is designed for teachers, but the language is very student friendly. Financial support for the site was provided by the Education Division of the
National Endowment for the Humanities. It has several units on Chinese history. The subjects vary from geography, ancient tombs, Buddhism, military technology, calligraphy, painting, homes, and gardens.
I am so excited about this website because I know I can definitely use it in the classroom. Each section has several images that complement the readings. The images contain titles that link to additional information. The images and readings contain a series of questions that provoke thoughtful discussions. For example, on the geography page, students explore the maps to answer the questions, “What effects do you think China’s topography would have had on the development and spread of Chinese civilizations?” or “How would topography and climate have shaped the interaction between China Proper and Outer China?” The section on geography would be a great resource because it directly supports the state standards.
AnonymousI have been browsing the web resources provided by Clay Dube. The Metropolitan Museum of Art has an exhibition on China: Dawn of a Golden Age, 200-750 A.D. The special exhibition is supported by The Starr Foundation, The Freeman Foundation, The Andrew W. Mellon Foundation, and the Federal Council on the Arts and the Humanities. It is a site that uses art to identify elements of the culture during the Han and Tang dynasty.
The site is awesome because each page contains several maps, brief descriptions, artifacts, discussion questions, and lesson ideas. It is very teacher friendly!
I thought the Metropolitan Museum of Art website could be useful with a lesson I found in AskAsia. The latter site has a lesson on using artifacts and the Metropolitan Museum of Art contains the photos of the artifacts of the late Han and high Tang dynasty. I thought my students could be grouped and asked to take the role of archaeologists as they examine several of the photos. The photos that were of most interest were the glass bottle, the model of the watch tower, and a textile from Turfan. The bottle and the textile will provide the springboard for a lesson on the Silk Road. The Museum of Art website provides many hands on activities and can draw the interest of our students by viewing history through artifacts. Anyway, it was a very interesting site.
AnonymousI am developing my lesson on China and Japan and their experiences with the West. I will have to divide it into several segments, but somehow manage to keep them connected when the study ends with the contemporary era and issues facing us.
In the course of this research, I found several web pages that will be useful.
One is the Asia for Educators site at Columbia University.
In particular, their page on the Meiji Restoration is easy to read and students should find it helps them answer questions I might pose to them.....
1. How is this Constitution a response to Western pressure?
2. How is this Constitution still Japanese?
The page has its own questions as well.
I was thinking of making each section of the historic overview a web quest. Students would use the assembled URL links to answer a prompt posed about the particular era of contact. There would be an analytical element asking about change/continuity over time and/or comparison of the two's interactions with the West (ala AP World History).
I always bite off more than I can chew. I have a month or unfettered thinking (I am free of school thought for July, yay!) to "git 'er done".
ja ne
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AnonymousProfessor Richard Smith of Asian Studies Program of Rice University has a page comparing Meiji Japan and Qing China in the late 19th century.
Most likely, I would use this page as an alternate to actual research and analysis for students who are having trouble with the process. It is clear and they can use the text and material I prepare to fill in gaps and produce a treatment showing their understanding of the developments experienced by the two powers with the West.
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AnonymousDigital China is a cyber offering of Harvard University.
I found a copy of a letter from Qing Minister Lin Zexu to Queen Victoria, beseeching her to control the riff-raff doing business in East Asia on the eve of what would turn out to be the Opium War. It lends insight into the Chinese efforts to appeal to British justice and morality while maintaining the superiority of China in the Sino-Anglo relationship.
I am a big fan of primary sources and want to use as many as possible. Students need to see the words of the actual people. They need to breakdown what background led to the use of certain expression. They also need the realization the "speakers" are people like them who have power because of their position and accomplishment. Primary sources offer a chance to gain this awareness.
A further question I like to ask students who have been paying attention is this: "Why would a letter to the Queen of England in 1839 not do much to change British foreign policy?" I have been rewarded by at least one observant individual in each class who remembers the Glorious Revolution, or the shift in power to the Parliament at least, and points it out.
Connections are marvelous. One development almost two hundred years prior leads to a seemingly unrelated development later. I try to get students to see these moments.
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AnonymousVisualizing Cultures is a lesson series by Professors John Dower and Shigeru Miyagawa through an on-line service of the Massachusetts Institute of Technology.
This series uses art to explore Japanese transitions from the Perry Expedition to the early 19th century.
It also has commentary/explanations to guide a student in analyzing the motivations of artists in presenting the world and feelings around them to the public.
On a higher academic level, the MIT discussion of the controversy posed by the material's historic messages and subsequent analysis value is of great service to educators concerned about possible controversy in their own communities.
Though this and other sites I have found are currently available, experience tells me they are, at best, transitory. I hope all these sites stay up, but institutional sites come and go with personal transfers and loss of funding/interest. One solution is to download the files and keep them for the future. Be sure to give credit to your resources. Students have to and so must we.
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AnonymousOne school text I used years ago had an easy breakdown of the Canton System. As part of my development of the China/Japan and the West comparison project, the Qing Chinese effort to keep a lid on Western traders is crucial to future events.
This page from the page of Professor Joseph O'Brien of the John Jay College of Criminal Justice at Columbia University, provides a similar description of the Canton System.
This link will help students in their web quest challenge on the evolutionary events leading to China's 19th century experience (nightmare?) with the West.
Professor O'Brien has over a dozen other sources I feel inclined to use as well.[Edit by="vortiz on Jul 10, 11:10:21 AM"][/Edit]