session 12 readings (5/8)

[Anonymous]

*Session 12 Reading: Ebrey Commercial Activities
Among all the different kinds of buying and selling contracts, I found it interesting to see a contract for ‘purchase of a concubine’ and ‘selling of a son for adoption’. Some of the intriguing terms in the contract for ‘selling of a son for adoption’ included that the child will be obedient as a servant, will be at his disposal for marriage, will not avoid labor or run away, and shall never return or be buried with his original family. Some of the other contracts mentioned in the readings were contracts for selling a house, mortgage of a house, selling cattle, hiring a worker, and forming a business partnership. This gives us a lot of insight on the lives of ordinary people in China’s Tang and Ming Dynasty. The article also mentions that illiterate peasants also used these contracts realizing the importance of having an agreement written on paper for proof.

[Anonymous]

I am very interested in the Mongols and enjoyed our discussion about them. It inspired my lesson plan project! This is a topic that I can 100% see myself incorporating into my science curriculum and I am really excited about it. I also enjoyed the discussion of whether Marco Polo actually visited China or not. What a nice way to get students to critically think about history.

[Anonymous]

Whether or not Marco Polo went to China is not the issue, but the influence of the idea that may have is. Countless travelers, adventurerers and those who sought the marvels of the world were influenced by Marco Polo to do just that. As a result, particularly in the case of east Asia the world has amassed greater knowledge for it, sometimes fables or legends drive others to greatness. Very interesting notion that I'll always take time to consider.

[Anonymous]

so the netflix series is BS? not so surprising...
The unique culture of the Manchus, hair etc., is very interesting to see how one people can so take over another and demand adoption of their culture (hello america and the world today).

[Anonymous]

I found the discussion about Marco Polo thought provoking due to the evidence provided. At one moment I was ready to decide that Marco Polo had in fact visited China but then I was persuaded to say that he definitely had never been to China. I really liked this strategy used to present the information. I think students would be engaged in a sort of detective assignment where they have to piece the evidence together in this manner.

[Anonymous]

There was a lot of stuff in this session--from International relations to domestic hair policy, from the Historiography and Historicity surrounding Marco Polo during the Yuan Dynasty to contract law surrounding concubines during Ming rule. Only two postings so far noted contract law. A great classroom exercise would be to have students read the contract law and then make assumptions about Chinese society.

Questions to pose to students could include the one's listed by Clay:
What kinds of activities do these documents address?
What promises did each side make?
What problems did the contracts seek to anticipate?

But they could also try to parse out:
1. what roles do women play in society?
2. what roles do relatives and family play in contract negotiations?
3. What are other "roles" in Chinese society during that time period.

[Anonymous]

The, "Two Edicts Concerning the Wearing of the Hair Under Manchu Rule" caught my attention for various reasons. The first reason because I found this to be a an interesting strategy in controlling a group of people. The Manchu leaders guaranteed the submission of people by simply shaving their heads, a small act but of great significance, " Lose your hair or lose your head." This act reminded me of the Carslile Indian School's effort to "civilize" indigenous children and their effort of "killing the Indian and saving the man." I could use this reading to make a comparison of the Carlisle Schools..

[Anonymous]

Trading and exchange between families and prospective workers was common in order to repay or due to family ties. In the two small passages tenant-servants exchange their freedom for a life serving a master with complete devotion to not only them but their families as well. They keep watch over what they want whether it’s a gravesite on property or a widowed tenant servant's hand in marriage. Their devoutness was rewarded by a sort of protection from their master from governments and the fees presented such as taxation.
edited by jmartinez on 6/23/2017

[Anonymous]

This is a great document that my 6th graders can understand. We can compare and contrast these proverbs to African proverbs and the Book of Proverbs from the Holy Bible. They can choose their favorite proverb from each and explain why.

[Anonymous]

I will incorporate these reading by unpacking the customs of Chinese society. I hope to set up a mock-family event in my classroom and have students practice the etiquette of the Chinese during the Manchu rule. Projects and research would be focused on what types of food, clothing, and housing structures would exist during this time period.

[Anonymous]

This document is another primary sorce that I will utilize and present to students. I will read the letter aloud once all the way through. Then I would reread aloud and have students write a brief summary of each paragraph. We would discuss the impotance of allies, world peace, diplomacy, and communications.

[Anonymous]

My students will enjoy reading this story and connecting China's social structures of the social classes and women. We will compare ancient and modern China social structures of class and especially the role of women and marriage.

[Anonymous]

The questions as presented by Mr. Dube on the forum are great for discussion with my students as well. I look forward to presenting the readings and questions.

[Anonymous]

This was a fascinating read.

Concerning the content, there is a very modern feel to the text. It is almost like a Columbo episode from 17th century China. Lan Dingyuan, the magistrate/detective, using reason and cunning, attempts to solve a who-done-it. In this case of a missing girl, he outwits the bad guy, who is superstitious, and comes to the truth. What is not very modern, however, is the consequences for Agong, who is responsible for the girl's "disappearance" nor Dingyuan's political role as investigator, prosecutor, and judge. Moreover, Dingyuan's familiarity with different people, this sense that everybody has somebody who could verify their story and everybody knows everybody, is something foreign to a modern narrative, or city life in general. Nonetheless, I think that there is a lot to unpack here that is relatable to a modern audience.

Concerning teaching, this is the perfect text for a DBQ on government or simple text analysis. Kids may like it because it has a plot and a solution. As noted above, it has both modern elements as well as unique elements to its time period. Unpacking this text might be a way to ease students into text analysis.

[Anonymous]

Every culture has proverbs and I think my students would have fun looking at this reading. This reading could be used to have students find proverbs in their own culture, ask their family members, parents, grandparents to share them so they can bring them into class.

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