Session 2 (9/30) - From Monarchy to Republic

[Tara Corral]

Yes I didnt think about that bringing more desks and chairs could illustrate how cramped it could appear. I think that could also work the other way by asking half the students to sit out and look at the cost of populations reducing. How do countries/cities to be more exact, reacte to same amount of buildings and structures but less people to run those buildings. Or what happens to is their an excessive amount of trash or build up because there are now less people. Thank you for the great idea! 

[Maria Cardenas]

I agree with Jennifer and Cynthia. I think your idea about showing different images of the weapons used in order for students to come up with thier own conclusions is a good one. Studnets will be the ones deciding based on their interpretations of the images. Students can determine if their response was correct. They would like this because it would be different than having to read about it they will be making predictions based on  the images of the weapons. 

[Serece Tascione]

It's fascinating how one topic triggered more, and such a personal one to the students. I love how they made a connection with the crayfish they were currently learning about. They don't often feel their voices matter a their age, but through projects like this, they see that they do. They have no idea the potential they have, so providing the opportunity for them is one of most important jobs. I think this would be a great time to add in the children or young adults who have been in the news that have also made their voice heard. It could begin with looking at local Girl Scout Gold Award projects for example. The more projects and initiatives they see coming from children, the more inspiration they may have to doing something that will get their voice hear for the greater good. Your last staement is the most profound, what would our history be today without these people? 

[Maria Cardenas]

Analyzing America's colonization period and comparing it to what happened in Asia is a great idea. I am currently taking an American History class-Native Americans (in community college), Tactics that were used against the Chinese, Japnaese, etc were also used on the different Native peoples. Europe comes to the country they are trying to colonize or impose their will with trying to save them and civilize the people. The United States did the same thing to Native Ameircans who were treated very poorly and they also had unfair treaties were signed over the years. The students can also learn history that sometimes isn't taught in the way that it should.  

[Brigid Schmidt]

I agree with you that the Treaty of Nanjing appears to benefit the British much more so than China. It seems the Europeans forced the Chinese to sign it. They paid the Bristish an idemnity, gave up the Hong Kong territory, and agreed to make a "fair and reasonable" tariff. However, this ended the first Opium War. It is pretty understandable why it is refered to as an unequal treaty, because it has China making many concessions to foreign powers and contributing to their period of humiliation. It is fascinating to learn about the different countries in power and their influences during this time period compared to current times. 

[Nayeli Ruiz-Sanchez]

When there is an increase in population some pressures that may arise include economy, healthcare, and political pressures. When there are more people new pressures for providing resources and healthcare arise to maintain everyone’s wellbeing. In addition, rapid population growth affects political institutions and adds pressure on certain services. The sociopolitical implication of demographic changes varies but rapid growth strains existing political, social, and economic structures between nations. Lastly, the rapid growth of population means more money is required and less jobs available.

      On the other hand, one positive impact from population growth means there is also an increase in demand for goods. Since, there are more people more goods are required thus an increase in the economy. It seems, as there are more cons to population growth. I highly believe that a balance is needed and if that is not available then over population is not a good thing.

[Nayeli Ruiz-Sanchez]

Economic development is the much broader concept versus economic growth. Economic development is a combination of economic growth and standard of living. Economic growth is the narrower concept. Another difference is that economic development is multidimensional since it d=focuses on both the income of the people and the improvement of the living standards of the people of the country. On the other hand, economic growth is considered single dimensional since it only focuses on the income of the people of the country. Economic development is a long-term process and economic growth is the short-term process.

            It is important to note than economic development is measure in both qualitative and quantitative terms and economic growth is measured only in quantitative terms looking at the increase in numbers. Since, economic development is measured in both qualitative and quantitative terms there is an impact on the economy, improvement in life expectancy rate, etc. Lastly, economic growth brings a quantitative impact on the economy.

[Nayeli Ruiz-Sanchez]

If the Manchu Qing rulers were not able to expand the government there would be many issues that can arise. For example, some of the positive impacts that expanding the government may bring about include more resources, trading of goods, etc. If the Manchu Qing ruler was not able to expand the government the Qing empire might have fallen maybe due to lack or resources. Also when there is an expansion it can be good for trading. There is more to offer so more goods can be traded amongst different countries. In addition, when there is an expansion of government and people there is a spread of culture and beliefs as well. Sometimes good things can arise from this spread but as seen in history some can lead to negative effects.

[Nayeli Ruiz-Sanchez]

The treaty of Nanjing was supposed to baa peace treaty, which ended the first Opium Warm between the United Kingdom and china. Later it was knows as an unequal treaty. In the end it was unfair for the Qing government since it seems as if all the financial responsibility fell on them. The Qing government was obligated to pay the British government six million silver dollars for the opium that been taken away in 1839. Also, they wanted 12 million dollars to be paid for the war reparations after the war. As if that wasn’t enough the Qing government would be charged an annual interest rate of 5 percent for the money that was not paid when it was due. The beneficiaries of this agreement seem to be the British government since they tried to take advantage and obtain lots of money. I feel this is one of the main reasons why this treaty was labeled “unequal treaty”.

[Nayeli Ruiz-Sanchez]

I think the best way to teach anything in the classroom is to present the concept in relatable terms. When the student has already some knowledge of a topic it is easier to learn new knowledge. Therefore, in my class I would have the student’s think of the impact that these factors may have in their own lives. Once the students understand and see how a mix of these trends can have a huge impact on ones life then I would be able to explain how something similar also happened to China during the 19^th century. They would then be able to understand why and how because they have thought about it in a personal perspective. This would also allow the student to build on the sympathetic component while they can relate how it feels when experiencing struggles with these factors.

[Nayeli Ruiz-Sanchez]

The war between Japan and China was so traumatic because this war brought about some major changes. China was defeated by Japan in the war due to better military. China asked for peace and thus a treaty was signed to end the conflict. In this treaty the independence of Korea was recognized. Taiwan, Pescadores, and the Liaodong Peninsula in Manchuria were ceded as part of the treaty. In addition, China also agreed to pay a large amount of money and give Japanese trading privileges on their territory. Lastly, China’s defeat encouraged the Western powers to make more demands of the Chinese government. It was also the beginning of a revolution against the Qing dynasty ruler of China. Some activities that can be done to help students understand this changes might be a compare and contrast between both Sino-Japanese wars. Also, journaling about how they feel about this treaty and how China asked for peace.

[Nayeli Ruiz-Sanchez]

After the defeat by japan and the increase of potential threats from other nations, Chinese realized that there was a need for change. The people started to notice that if they continued to live the same way they did when they were under the Qing dynasty, they would be impacted or lose everything they had left to foreign powers.

            For my students I would allow them to have a discussion or since they are very young I would have them act it out if possible. I would have them do an activity similar to our where they defend their beliefs but more like theater scene. This would help the students understand the issue because they experienced it rather than just be hearing it. When you experience something you can learn and sympathize more with the concept.

[Nayeli Ruiz-Sanchez]

The May fourth movement was a student movement that was initiated by a group of Chinese students. They wanted to protest the contents of the Paris Peace Conference. Due to the great commitment the movement had victory however, at the end Japan retained control of Shadong Peninsula. The May fourth movement challenged the status quo since it challenged traditional Chinese values. It is believed that the movement destroyed many elements of tradition and placed an emphasis on politics that were associated with the communist party. This occurred because leaders of the new movement believed that the traditional Confucius beliefs were in part responsible for the political weakness of the nation.

[Ester Yang]

This idea can also work in a secondary classroom as well. This hands on activity will allow students to see visually how population size might affect a country. I teach middle school students and they do have an understanding of how population size work, but they are still unsure what kind of positive or negative effects it'll cause a country. It's a great way to teach students! 

[Ester Yang]

I really like how you summarized the importance of American history. I teach Science and for us, it's really hard to integrate the American history into our lessons without having to drift away from our learning goal. However, I too cannot agree with you more on the idea of educating our students more and more about the history of the world so that we, and the future, don't repeat it. 

[Author]

Posts