Session 3 readings, 9/18

[Carlos Oyarbide]

Without a doubt, my favorite take away from this session was the vendetta registration system. I feel that the vendetta registration system is the perfect metaphor to describe the Tokugawa order. On the one hand, you had the ultra regimented bureaucracy associated with the Tokugawa order, while on the other you have the steep tradition of feudal Japan. The romanticized reception of the "Incident of 47 Ronin" exemplifies the push and pull of modernization and tradition. 

To me, this very Japanese example of the conflict between progress and tradition provides a very tangible introduction to a universal conflict. This creates a vast doorway to explore any world civilization that has faced this decision. 

 

This decision poses a very interesting question to ask students at the end of a unit: How can a nation progress into the future without erasing the past? This essential question can be used to study the transition of any nation into modernity. However, I feel that it is particularly poignant in regards to the 47 Ronin. The romantic reception of the act is in stark contrast to the regimented bureaucratic controlled imposed by the Tokugawa order. The celebration of this defiance speaks to the subconscious desire of a modernizing people to return to a romantic past.

[Valerie Doby]

There were two points that really stuck with me from the lecture and the readings that I really think would enhance my lessons to my students.  First, battles with head bags.  My students always seem to connect to the battles.  They will have many discussion about what this could mean to the victor and what it would mean to those who were defeated.

The alternate attendance system is another thing I think my students will find interesting.  I can’t wait to have debates about this system or have students create alternatives to this system.  Why did this system work? Could something like this work today?

 

[Erin Tanguay]

I am looking forward to teaching the unit on Japan this year in my 7th grade class and adding the reading about "Night Soil" and how the Edo government left waste management upto the individual Daimyos. This "Night Soil" was the excrement from the toilets of the homes, which was used to fertilize the local crops due to the extensive farming. I think I will show the social class structure that is also provided in this chapter and then have them read how people started to recieve money for their excrement. A samurai's "night soil" was worth more than a commoner, but a man's excrement was worth more than a women's. This is truly showing the importance of social structure when a society is even dividing the excrement based on class. I will also, include the two photos of the different toilets.
 

[Erin Tanguay]

Professor Yamashita's lecture on The Battle of Sekigahara was very insightful. I have taught 7th grade history of Japan for many years and I enjoyed learning more details about this great battle. I will share with the students Ieyasu's words about either you take heads or you will lose yours. This definitely fits with section of the Samurai and their battle strategies of a good kill means removing your opponents head. I will also share that the the men carried head sacks attached to the pants and the greatest warrior would be the one to return with the most heads.  

[Erin Tanguay]

I found a great video produced by the BBC that shows the Battle of Sekigahara with minimal bloodshed (( teach 7th grade) and only a little over 8 minutes. The video answers Professor Yamashita's first histoire probleme, "What was the battle of Sekigahara." The video also does a great job of showing the betrayal of Ishida Mitsunari by Kobayakawa Hideaki. I think this could be used a great visual that then transitions into the fourth histoire probleme, "What were the strengths and weaknesses of the Tokugawa Order and the creation of Vendettas.

Youtube - The Battle of Sekigahara (by Tovarishch Martins)

 

[Lin ZhaoDavison]

Professor Yamashita discussed the Japanese economy during this session, such as the large national deficits, export, taxes and deflation policies during the 1890's.  Econoy showed signs of improving when the economic issues were addressed and became important problems to be solved.  We have experienced large national deficits and deflation in recent US history.  If I'll teach high-schoolers, I would encourage students to discuss the policies US government implemented to shrink deficits and address deflation problems and what US government could learn from Japanese economy with the same issues.

[Tanish Fortson]

Reading post number 13 gave me a few ideas of how I can incorporate what was happening in Japan during that time into my lessons for kindergarten and first grade students. I’m not sure what book I would use yet (I need to do a bit of research on that) but I would read a book to my students than reread for comprehension and have my students do a collaborative turn and talk activity about what they think a hero is. Next I would put together a web bubble with their ideas of what a hero is. I will have students build on partner talk by listening and carefully linking ideas together.

The next day I would ask students to recall what was discussed the prior day, then we would reread the story. Next we would discuss what it takes to be a warrior. We would again make a web bubble. I don’t think I would necessarily separate hero and warrior yet for grades K/1. Then I would add a sentence starter frame to help them refer back to something that happened in the text and that links the story to them. For example,  "In the story  (     ) ." or "If I was a hero I would (     )."

[Gerlinde Goschi]

A fellow teacher mentioned in her post that the influence of Neo Confucianism in contemporary  Japan and China spread to professions.  Today artists in both countries choose calligraphy as a profession.  This gave me the idea of applying these facts to lessons in one of my IB (International Baccalaureate) units.  I would talk about the profession itself and its roots during the unit entitled "How the World Works?"  This is an inquiry into the natural world and its laws: the interaction between the natural world (physical and natural) and human societies and how they work.  In my grade, we explore commerce and different professions, how money exchanges hands in societies and how different professions work.  I would introduce calligraphy (at an early elementary level).   I think my students would enjoy this form of art.  Then I would introduce Confucianism and how calligraphy relates to it.  The class would practice calligraphy and role play the profession during the conclusion of the lesson series.

[Sonia Arrayales]

The readings for Session 3 were by far the most interesting to this point. The readings that really peaked my interest were those of the vendettas.  Professor Yamashita really brought the readings to life. His knowledge gave the readings so much more depth. In these readings and Professor Yamashita's lecture, I learned about the 47 Ronin and the hierarchy it entailed. In addition, I also learned that in order to carry out a vendetta one had to go to a register and register to carry out a vendetta. It was on of my favorite Sessions and looked forward to hearing from Professor Yamashita again.

[Aja Koester]

In one of the books sent around by Prof. Yamashita titled Peasants, Rebels, Women, and Outcastes there was a chapter focused on women rebels in the Tokugawa Era (1600-1800s). It discussed the subordination of women stating, “[women] were expected to be obedient, docile, and submissive…They were enjoined to be good wives and wise mothers,” which is similar to the expectation of women during Britain’s Medieval Era. As I read this chapter I was interested in the parallels between these women rebels and what my class has been focused on. I teach World Literature and we have been looking at one of the most famous British feminist characters, Chaucer’s The Wife of Bath, who argues that as an experienced wife she should have authority within her marriage. It seems the women in Japan had similar arguments to this character. I would be interested in tying in the Japanese experience next year perhaps using this book chapter.

[Matthew Wong]

I am a high school social science teacher, and I am always looking for new teaching strategies to engage my students. I agree with Jacqueline! I enjoyed how Professor Yamashita's style of using a probleme histoire to help us better understand his lecutre. I also enjoyed how he "scaffolded" each topic, then focused on the key ideas of the topic. 

To be frank, I have limited knowledge of Japanese history. The only history I know stems from my studies in high school and college. I know about the Meiji Restoration and World War II. I also know about the Japanese American experience based on my studies in college. Professor Yamashita's lecture expanded my knowledge of pre-modern Japan. This new understanding will better help me create better lesson plans that my students deserve! 

[Stella Castro]

This session was particularly interesting to me because of the passion of the professor/teacher. He seemed to really enjoy talking and sharing about his expertise in the history of Japan. He seemed to have a passion in his talks, and was very knowledgeable of what he was saying.  What I found interesting about his talk was that he shared the information that he had visited a bath house, where the men are bathe by women who try to, “Arouse them”, and (quote, unquote).  I found it interesting that he shared this information.  Actually in my younger years, in the neighborhood where I lived there was a place that advertised, “Turkish Baths”, and I always wondered what that meant since I lived/resided in a Latino community and I often wondered and questioned the fact that I knew of no “Turkish people”,  living in the area. I would wonder about the neighborhood looking to see if I saw a strange looking person that might be or resembled a Turkish person, but then again I didn’t know what a Turkish person would look like, (I was a child).  But all I saw was the common Latinos walking about. So I thought maybe they were a special breed that came out only at night.  This place/building had stairs that led downstairs/underground and not too many places in my neighborhood/ community had this type of stairs. The only other buildings/structures with the stairs leading down, I had previously seen were in Downtown Los Angeles, and I found this quite odd. But they were advertised as restaurants, and they were. I made it a point to myself to frequent one of the restaurants because I thought it quite interesting to enter a restaurant by going down stairs. At the time my family had no money to eat out, we were poor, but always in my mind I wanted to go to a downstairs restaurant. So when this Turkish bath house appeared in my neighborhood, I thought they might also sell food. But it did occur to me, (I was a child back then), why would a bathhouse be situated in my neighborhood. Didn’t all people living in my community have houses where there have a bathroom where they could take their own showers? I  also remember that I visited Mexico as a child and we would have to go to a public bath house where one would pay for the water, (hot water mind you), and take a very quick shower or else the water would stop/close on you if you were not quick one would remain soapy. So I related this Turkish bathhouse to those of Mexico.  Now years later I finally have the answer to what a Turkish bathhouse is. And now I know why I would usually only see men around, who would frequent this bathhouse.  I thought discrimination, once again towards women. Little did I know?

Anyhow, the passion of the professor/teacher was there in citing all the history of Japan. That it got to a point that he had to be stopped by Clay, as the time was already at 8:00 p.m. the time class is to end.

 

 

 

[Stella Castro]

However in the readings pertaining to the “Principles of Warriors”, I like the line where, YURANNOSUKE, says, “The proper decorum must be observed even when killing him” (.pg.176 a little past the middle). Implying that, although, what one does, if they are of status, and if one is to demise, then one should demise in the proper way/manner for a person of authority/power.  I thought this point was/is cool as it regards even the enemy as being very personable, to the point of almost being like.

I could use this is reading to teach my students respect and understanding, compassion, sportsmanship and integrity. To understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others and respect for rules by which we live including the meaning of the Golden rule, this being an Alternate curriculum standard. I can teach my students to believe in themselves, and that they can accomplish much if they apply themselves to being the best in all they do, to strive for the top and if they do not make it there at least they did try.

[Matthew Wong]

The “Edo Japan” article includes an abundance of graphics, images, and short articles that I feel would be useful for teachers as they create a unit on Japan. As someone who has limited understanding of Japan and Japanese history, I found this article to be enlightening. Coupled with Professor Yamashita’s lectures, I feel like I have a better understanding of Japan before the Meiji Restoration. I particularly liked the graphic on Japanese society, as well as the articles of “Night Soil” and “Neo-Confucianism.” 

[Matthew Wong]

The “Principles of Knighthood” article is a good and short for high school students studying modern World History. The language of the text provides an opportunity for students to understand an aspect of Japanese feudal society. To build on this, teachers may consider adding discussion questions about the text, as well as connecting the ideas of the text to students’ prior or lack of knowledge about Japan. For example, do students see some of these ideas in today’s modern Japan?

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