reading - in manchuria, ch. 13-15

[Anonymous]

I agree with many of you that I found Ch. 13 to be the most fascinating thus far. Since I teach medieval history, I was unfamiliar with much of the history of the invasion and colonization of China by the Japanese. What I kept coming back to was Japan's assertion during WWII that "Asia was for Asians," at the same time, Japan treated other Asians (i.e. Unit 731) like the Nazi's treated non-Aryans. If I taught high school, I would definitely try to develop a unit comparing and contrasting Unit 731 to concentration camps. I also see a lot of similarities between the "Millions to Manchuria" program and the homesteading program in 1800s in the US- that could also be an interesting unit. Lastly, in Ch. 15 there is a description of the Mao statue in Shenyang. Seeing and dancing in front of that monument was definitely a highlight of the trip. I think you can learn so much from just visiting that plaza-about how people in China socialize, exercise, and feel about Mao. Most of the people in the plaza were more interested in dancing and taking pictures of foreigners then they were in staring up at Mao.
edited by jilliansheehan on 7/22/2015

[Anonymous]

I found it interesting that Japan had made the migration to Manchukuo patriotic terms yet afterwards the people left behind were treated poorly and simply left behind, including dying of exposure, Cholera, and other diseases. Interestingly, I made a connection about having people being pushed to certain places with a recent NPR story about moving to less populated areas of the USA. It would be interesting to contrast those two stories with the students and the motivations of the different locations and that in turn also helps with motivation and literature elements. During the segment where it discussed the biggest building was a Korean-built Christian church could be contrasted during the 7th grade Christan building discussion as they also tended to be the largest buildings in the cities. Unit 731 and the Comfort Women discussion in the book would be a bit much to discuss with the students. On page 201, I'll use the Confucian poem/saying. Discussion could be started regarding the construction that occurred with the Red Flag Road and the motivation of the company. The importance of agriculture is evident and yet the farmers often need a second income to sustain. They couldn't get loans as they didn't have collateral, all these elements and material can be used when discussing any land/agriculture as a comparison or supplement to 7th grade HSS. For ELA, the section where it discussed Mao's death and how people reacted would be a great prompt and introduction to Mao. Then have students recall one of their own reactions to a historical event and add primary/secondary sources.

[Anonymous]

I know it was a disappointment not to have toured Unit 731 but I was a bit worried about touring it because of the gore surrounding it. I did take pictures of the area and construction that surrounded the building to use if this was something I wanted to use with colleagues. Oddly enough when I was looking through photographs, the area looked beautiful with the blue skies, clouds, and bright sunny sky.

[clay dube]

Meyer has a piece in ChinaFile today on the children left behind. http://www.chinafile.com/library/excerpts/what-happened-settlers-japanese-army-abandoned-china

Here's an AFP story: https://www.youtube.com/watch?v=92dA0bXHgpU

[clay dube]

As always, please post your thoughts on the issues, events, or trends that Meyer brings up in these three chapters. We are especially eager to hear your thoughts about how these fit with our trip or themes that you wish to develop in your curriculum project.

Ch. 13 Occupation's Aftermath

Why and how did Japan send Japanese to Manchuria? What impact did these programs have on local society and on long term Japan-China relations? Why couldn't Meyer find Sijiafang (Place of Four Families)? What happened to Japanese in Manchuria with the dropping of the atomic bombs and the entry of the Soviet Union into the Pacific War?

Akira Nagamine lived through an amazing run of events. How did he wind up in Manchuria? How did he survive after the Japanese surrender? How did he end up in California?

What does the Sino-Japanese Friendship Garden illustrate about 20th and now 21st century history? About the lives of ordinary people living through tumultuous times? Why might the cemetery have survived the Cultural Revolution? How have current China-Japan tensions affected remembrances?

What brought Hal Leith to Manchuria? What were the objectives of "Operation Cardinal"? What does Meyer's visit to the prison camp museum represent? The John Birch Society was created in the 1950s and named after an American missionary and OSS agent killed in Manchuria. Why might the conservative anti-communist organization have chosen John Birch for its name?

What did the Soviet Union do in Manchuria? How long did it remain there?

What was Unit 731? (This is one of the places we plan to visit.) What became of Dr. Ishii Shiro?

In this chapter, we learn of the last two decades of Puyi's life: Soviet, then Chinese communist prisoner, then Beijing citizen. What does the story of Puyi's remains illustrate about today's China?

What was the "Siege of Changchun" 长春围困战 ? How is it remembered (or not) in China?

You can read newspaper reports of the Zhang Zhengfu book, White Snow, Red Blood as well as interviews with survivors:

Pomfret, John. "Red Army Starved 150,000 Chinese Civilians, Book Says," Associated Press via Seattle Times, Nov. 22, 1990.
http://community.seattletimes.nwsource.com/archive/?date=19901122&slug=1105487

Jacobs, Andrew. "China is Wordless on Traumas of China's Rise," New York Times, Oct. 1, 2009.
http://www.nytimes.com/2009/10/02/world/asia/02anniversary.html?pagewanted=all&_r=0

Ch. 14 Great Heat

What has San Jiu upset with Meyer? How does San Jiu communicate this? How is the problem resolved?

Auntie Yi says, "[P]eople are always unhappy when things are new. They say they're unhappy, but really they're unsure." Is this unique to China? The chapter focuses on changes in rural socio-economic organization during the Communist era. We don't hear much from Meyer about land reform, collectivization, or the cultural revolution in Wasteland, but there are tidbits. The big focus is on the break with communal production and the return to household production. In Wasteland, we see the latest trend, the switch to company farming. What are its advantages and disadvantages?

Why do you suppose Meyer includes very little about terrible famine of 1959-1961 or the Cultural Revolution in Wasteland?

How do Wasteland residents know when a leader is visiting?

Ch. 15 The Half-Bombed Bridge to Worker's Village

Uncle Fu is our link between Wasteland and the Korean War (the Resist America and Support Korea War 抗美援朝战争). What was noteworthy about the war from a Manchurian standpoint?

Shenyang's Worker's Village was a model housing project. What were its attributes? What process was underway when Meyer first visited in the early 2000s? How did the place look when he returned in 2011?

What does Meyer find in Dandong today?

[Anonymous]

http://popupchinese.com/lessons/sinica/in-manchuria-a-village-called-wasteland

I found this insightful and entertaining interview of Mike Meyer by our friend Kaiser Kuo.
edited by ryanstough on 8/17/2015

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