pre-2011 web resources

[Anonymous]

A Visual Sourcebook of Chinese Civilization by Professor Patricia Buckley Ebrey is a good supplemental resource for both teachers and students. The site includes timelines and maps and covers the following content from ancient thru twentieth century China: Geography, Buddhism, Calligraphy, Military technology, Painting, Homes, Gardens, Clothing, and Graphic Arts. The site also includes a set of teacher guides for each of the above content areas. Although I would not recommend the Visual Sourcebook as a stand alone, it is a good resource for students needing information on the above topics and may assist with understanding of historical context.

A Visual Sourcebook of Chinese Civilization http://depts.washington.edu/chinaciv/index.htm%5BEdit by="rpompilio on Aug 9, 6:27:38 PM"][/Edit]
[Edit by="rpompilio on Aug 9, 6:29:49 PM"][/Edit]

[Anonymous]

Current Stats, info Asian Nation
http://www.asian-nation.org/racism.shtml

This is a very easy to navigate website. It provides a lot of interesting quick facts, histoyr and demographic in addition to other information. One thing I found especially interesting were the various groups including the GLBTQ community. It seems that often this group becomes invisible. Overall, good website for quick number and resources.

[Anonymous]

Web Site Review

http://aboutjapan.japansociety.org/

This is an excellent website designed for K12 educators and covering all things Japanese, and is especially great for pop culture. The site presents Japanese history and culture in various ways: there are thematic subtopics, provocative essays regarding all aspects of Japan (one of my favorites being “Anime and Manga: It’s Not All Make-Believe,” by Toni Levi), extensive lesson plans, an open forum to exchange ideas and ask questions, and an exhaustive listing of resources. This website can easily serve as the first stop for teachers searching for ideas on how to present Japan in the classroom, find pictures and multimedia sources, or further one’s own knowledge of Japan. The essay introductions include the links to other essays on the site that also cover the same topics

I found the thematic subtopics a great place to start but be advised that the topics are very broad. For example, “Imperial Japan” contains political as well as cultural material covering the period from the late 19th century to WWII, not just material about imperialist expansion.

Some highlights of this wonderful website include:

Anime—An Annotated Filmography for Use in the Classroom
http://aboutjapan.japansociety.org/content.cfm/anime_filmography_1
This page includes a great guide to using anime in the classroom. The films are reviewed and the author gives information for each such as age appropriateness, specific film themes, etc.

Historical and Geographic Maps of Japan

Photographs for classroom use -- The photographs included in the collections contain extended captions and are cross-referenced for lesson plans. There is also a discussion section linked to each source so teachers can share their use of specific materials.

[Anonymous]

Ling Long Women’s Magazine, Shanghai, 1931-1937

http://www.columbia.edu/cu/lweb/digital/collections/linglong/index.html

This website from Columbia University contains almost the complete run of Ling long, a weekly Chinese women’s magazine published in Shanghai from 1931 to 1937. The magazine was popular in the midst of China’s “Republican-era,” a time marked by huge social change. Although most of the text is in Chinese, the images, such as photographs and advertisements, makes this an interesting resource for studying popular mass culture and urban women’s lives in 1930s Shanghai. The magazines can be searched by date and issue, and thumbnails of each page are presented, making it easy to find advertisements and graphics at a glance.

This is a fun resource for studying Chinese social and cultural history as well as women’s studies. Apparently, the magazine covers fashion, interior decorations, childrearing, love, and marriage. (I'll have to take the website's word for it as I can't read Chinese!) American celebrities, such as movie stars and athletes, and advertisements for women’s products also appear frequently.

It would be interesting to make comparisons between Ling Long and American women’s magazines of the same time period. The web page could also serve as resource for comparing urban life in China to rural life. I found the large number of American celebrities fasinating and that aspect could be used as a discussion piece for "Americanizing" culture. For example, pictures from the magazine could be compared with pictures today of American institutions like McDonald's and Disneyland in China.

[Anonymous]

MIT visualizing culture
http://www.visualizingcultures.com

I did not know about this site until I attended the USC China Institute. Since then I have gone to it every single day. I found the information provided by John W. Dwyer extremely beneficial. The site provides history of Asia through Art covering the history from the Rise and Fall of the Canton Trade System (1700’s) to Ground Zero Japan (1945).

I believe this site to be helpful to any one teaching World History or U.S. History. I found it very easy to navigate through. The Art and the narrative provide enough background information for both teachers and students, studying East Asia.

Internet East Asian Sourcebook
Fordham University
http://www.fordham.edu/halsall/eastasia/eastasiasbook.html

While doing research for my lesson plan I came across this site . I found it extremely usful in gathering background information. My students would be able to use to help in research. It is a source for Primary Documents to be used in the classroom

[Anonymous]

Petals from the Floating World - is a website dedicated to the changing fashions of the Kimono.

http://plaza.ufl.edu/jacarey/artindex.html

"The Floating World is that world of pleasure and leisure pursuits that is separate from the mundane world of the Japanese. It is in the Emperor�s Court and this world of the Geisha and Noh and Kabuki Theater that the height of textile arts flourished. The two items of Japanese costume that most lend themselves as the medium for dyeing, weaving, and embroidery are the robes collectively called KIMONO (which means "thing to wear" and individually they are named by the sleeve size kosode [small sleeve], osode [large sleeve], furisode [hanging sleeve]) and the sash or OBI."

The website is incredible if you want to talk to your students about Kimonos and the changing fashions in ancient Japan. I used the website to download black & white kimono images (which I then projected onto the white board) and their descriptions to talk to my students. I printed the images for my 7th graders which they then colored and cut out to create their own mini Kimonos. They loved it - hands down one of the coolest exercises that I had them do last year. It was also cool because I had shown them clips from the Last Samurai and then watched History Channel Documentary separating Hollywood and the truth located in the DVD special features.

[Anonymous]

The activity displayed on this website can ither be a culminating/ exploritory activity.
the ebsitehas a teachers guide that goes along with it as well asproviding other web links relating to China and East Asia. Students are working in groups and have to explore aspets of Chinese culture. not only does the activity push students to explore China but to look at the "nature of international relations ".
as of right now i am planning on useing this activity as a culminating activity.
http://www.kn.pacbell.com/wired/China/ChinaQuest.html

"Story" that students are given:
"The United States government feels very strongly about the need to understand China. To do this effectively, a special fact-finding team is being assembled that will travel to China to investigate the country, the people, and the culture. Instead of sending only diplomats or politicians, the team will comprise* people from very different backgrounds so that the facts they find present as much truth about China as possible. It's hoped that instead of bringing back stereotypes and postcards, the team members will come away with an accurate and informed perspective*. "

This is definetly that alows students to discover aspects of China for themselves.

[Anonymous]

I'm pretty Sure that this site has not been mentioned yet:

http://www.metmuseum.org/explore/knights/world.html

This a really great site for Middle school or even high school students to explore! It has some cheesy sound effects and icons, but with that aside, it has a great feature that allows you to see the differences in Armor Technology around the world! For example, you can click eithier Japan, Europe, Islamic World, or the Americas and see exactly what each part of the world used for Arms and Armor. I used the Japanese armor section specifically and found the info useful, the visuals clear and relevant, and the bonus info interesting. It's very easy to navigate, and I think students could use it to gather more information on Samurai Armor as well as arms from other cultures, therefore this website could be used for three different units in 7th grade! 😀 =:O

http://www.metmuseum.org/explore/knights/japan_sam_1.html

http://www.metmuseum.org/explore/knights/america_1.html

http://www.metmuseum.org/explore/knights/knights_video1.html

http://www.metmuseum.org/explore/knights/islam_1.html

Those are links to each culture listed in the menu. You will also like the fact that there are videos integrated into some links! 🙁 😛 😀

[Anonymous]

1) Multicultural Education page

2) emTech's homepage

I learned about this site in a MA Curriculum and Instruction course; the course topic was multicultural education. The course highlighted the many shortcomings of current educational practices relating to effective teaching of students in the ethnic minority. As such we were tasked to find useful websites to help teachers become more aware of diverse cultures and find tools for instruction. The above site does this, and in terms of our focus, includes several sites that have extensive information about Asia and Asian American studies.

The site is easy to use. At the top there is a "General Links" category listing different groups in the ethnic minority of the U.S.. Each link contains a small group of external resources, including data from universities, museums, virtual libraries, etc.

This is useful, but of course in some cases links no longer work.

The mother site has many other useful links and web tools. Scan about and you may find some of great value.

[clay dube]

USC's Rossier School of Education has launched a new website (http://myteachermyhero.com) which aims to celebrate teachers and teaching. Students upload videos of themselves talking about their teachers past and present. Posted videos include those from Antonio Villaraigosa, Sue Nagle (HBO Entertainment chief), and Craigslist founder Craig Newmark. Some USC alumni who have uploaded testimonials include Jeff Smulyan (CEO of Emmis Communications), Dick Cook (former chair of Walt Disney Studios), and Thelma melendez de Santa Ana (Assistant Secretary of Education for elementary and secondary education).

Please take a look at the site and let us know what you think. Do you have a teacher who you would like to talk about and celebrate?

[Anonymous]

While searching for current examples of nationalism's positive and negative effects (to tie into World History- nation building), I came across this 'Far Eastern Economic Review' article which includes an explanation of cultural assimilation in Xinjiang region, especially the destruction of Muslim Uighur buildings in Kashgar and standardization of language as an extension of the Cultural Revolution (which we will visit later on in the year).
This example fit in perfectly for me, especially after attending the "Islam in China" seminar last month.
The site is in general weighted toward politics and economics of the region, better for global studies courses, but quite varied and sophisticated in content.

http://www.feer.com/politics/2009/july58/Chinas-Cultural-Cleansing

[clay dube]

Thanks for this suggested article. I'm in China at the moment and the GFW (Great Firewall) has blocked access to the page. Internet access is monitored and controlled.

[Anonymous]

Wow, I can't imagine such tight restriction the Chinese government has over information -- it's easy to take luxuries like surfing on the net for granted. I hope to hear all about your travel.

Anyway, I wanted to share a useful website with everyone -- I love researching about the great King Sejong and wanted to share this site with the rest of the class. I wasn't sure if I should've posted on the 2009 forum but here it is:

http://www.korea.net/News/News/NewsView.asp?serial_no=20090318008

It has all kinds of resources about the great king and can be useful for educators and non-educators alike.

-Sarah Eun

[Anonymous]

PROVIDE THE WEBSITE:

1. Go to http://www.goforbroke.org/ 2. Go to "For Teachers"
3. Explore the Lesson plans under the Digital Curriculum section

DESCRIBE ITS CONTENT:

4. One that caught my attention is theOutline for the lesson called "Pearl Harbor Multimedia Lesson Plan"
5. You will see the lesson plan outline, an overview, objectives, and room for you to input your own group activity and assessment. they dont develop the entire lesson for you, but give you a great headstart.
6. One of the most valuabel resources of this activity is the collection fo 12 Video clips in which survivors speak about:
*First-hand recollections of the attack on Pearl Harbor: Daniel Inouye, Edward Kanaya, Ed Ichiyama
*Feelings of anger toward Japan: Edward Kanaya, Masato Doi, Dick Hamada
*Incidents of discrimination: Stanley Akita, Daniel Inouye, Fred Ida
*Effects on military personnel: Kunio Fujimoto, Dick Hamada

Also under the Digital Curriculum there is a complete lesson called "The Military Intelligence Service" http://www.goforbroke.org/learning/digitalcurriculum/lesson01/lesson01.asp

It is recommended that you read the "For Teacher" instructions before presenting the lesson. When you click the "Start Lesson" botton, you will have several pages to go in secuencial order. You will find, page by page the following:

1. Introduction - Think (a question to get the students attention)
2. Movie Explaining what the MIS was (Military Intelligence Service, a secret, classified unit of the US Army during World War II)
3. Task - Main Question
4.Task - Assignment (Group assignment)
5. Background - Japanese Americans
6. Background - MIS Formation
7. Background - MIS Responsibilities
8. Resources - Websites
9. Ten videos: Resources - Veteran Interviews
10. Eleven videos: Resources - Historic Videos
11. Resources - Historic Photos
12. Resources - Graphics
13. Evaluation - Grading Rubric
14. They are still working on this one: Conclusion - Assignment Examples
15. Lesson Information

EVALUATE ITS EASE OF USE:

Vere easy, everything is there, The videos are extremely helpful, they provide first hand account and witnesses that have been documented. Is a great idea to have this videos available and to have recorded all these survivors comments before they are just history.
[Edit by="pcampuzano on Nov 8, 2:15:14 PM"][/Edit]

[clay dube]

I don't often get a chance to see this program, but always appreciated the greater attention Lehrer and company give important enduring issues. What I just discovered is the rich teacher-focused website that accompanies The Online Newshour. It offers teacher resources, student materials, and plenty of video. The lesson plan collection can be browsed by region and topic. There's more here on Asia than at most sites. China's economy, India and Pakistan at 60, and much more.

What do you think of the resources? Let us know if you try any of the Asia-related materials.

http://www.pbs.org/newshour/extra/teachers/

[Author]

Posts