Session 3 readings, 9/18

[Jasmine Wang]

I really like the idea of students seeing these ideas in modern Japan!  I would also maybe use media like films or... manga(?) to see if they could also make these connections.  Great idea! 

[Beverly Nettles]

It is most interesting learning about human behavior during war - sometimes loyalty becomes betryal.  As presented by Professor Samuel Yamashita - The political back story of the battle between the western army lead by Ishida Itsunari, and the eastern army lead by Ieyasu, and succeeded by Hideyoshi who unified Japan is an example of such loryalty.  Hideyoshi was responsible for invading Korea, and planned to invade China and then India; due to syphilis he had made allie with six of his trusted Lords to manage things after his death, however, Ishida was not part of the group.   Ishida sent assins to kill the young heir, yet Mitsunari signaled to attack the eastern army, but they attacked the Western arm instead -  Japanese Loyalty, not really. 

Another interesting phonemena was that the warriors would go into battles with head bags, to be rewared for their defeat of the enemy; this reminds me of biblical stories I've read, such as David and Goliaths.  Listening to these stories gives war a sports like notion, rather than loyality to its country's belief system.  

[Eric Hoh]

I very much appreciate this excellent idea! It allows students to have a more kinesthetic and visual experience of learning that can be extremely memorable for all types of learners! I will definitely look into implementing a modified lesson experience like this for my students since we are always looking for new field trip ideas! In addition to this, I thought it might be interesting to also utilize the Chinese American Museum, as well as the Japanese American National Museum (both located in Los Angeles!). My students have definitely demonstrated the lasting impact of field trips that truly align with and complement curriculum. I look forward to seeing how these field trips and ways of thinking might shape and prepare our students for the future!

[Beverly Nettles]

I agree with you that people should choose to believe what is right, however, what is right in one person eyes is not necessarily right in another's perspective, and who is to determine what is right.  Is eating a cow right, yet, not so India?  Thus, knowledge is powerful, and students need to be educated about all cultures...  Regarding the reading - Conqueoring and War these things have been around as long as man has been around.  The Tokugawa Order to determine who will rule demonstrates power, strenght, knowledge, and strategic planning; I'm not sure what grade you teach, but a game of Chest, or Sutan is a great option for upper grades.  For the lower grades, I suggest a monologue of the Tokugawa story, as students act out parts of the warrior principles (great for any grade level). 

[Beverly Nettles]

The principles of a warrior were interesting; I can identify with the ordinary warrior of a knight,  they seem  to be the educated, astute one, who are well versed and polished  according to social views.   The principles of weaponry are one who trains for war, riding, shooting etc.  Both warriors are ready for an emergency at all times; they sacrifice family and personal responsibility to engage in military combat.   They have to learn combat principles.  The goal is to become a top class knight.  Act eleven is the actual war of the warriors’ victory.  

[Valerie Doby]

Since I teach History and English this book might be a good cross-curricular option. After I read what the book is about I am a little nervous because this year's class is very immature.  I am not sure how they would do with this reading.  I may use excerpts and have us do a close reading but thanks so much for this suggestion.

[Jazmin Luna]

It is very important for students to understand that what they believe is not necessarily seen as right in another person's point of view.  The talk about civil rights and what is important to them and as a team will help them see that not everyone has the same opinion or thinks a certain way.  As Beverly noted, it is also very important for them to learn about all cultures in order for them to understand that everyone is different and that their point of view is based on what they were taught and/or what they are experiencing.  As seen in the Forty Seven Ronin incident, some of the problems that occurred may have been avoided if Asano were familiar with the intricacies of the Shogunate court.  Since he felt insulted, he attacked Kira, which was a major offense.  Here you can see how cultural differences play a major part in how things are done.  Because he drew a dagger, he was ordained to kill himself by disembowelment.  Not just that but his goods were to be taken and his family to be ruined.

[Catalina Silvestre]

Due to me teaching a special subject content being read 180 for struggling readers I’m always trying to figure out interesting content to delivered to my students in the reading Tokugawa Order - Edo Japan, 1603-180.   Something that stood out to me was the Tokugawa social hierarchy chart.  This chart includes the three categories.   The first category being the core social statues, second category being the other social groups between statues, and the third category being the outcast.  I plan on using finished heart to compare the social hierarchies in the US versus the social hierarchies in Japan.  This type of real-world information can create an opportunity for students to think about the world which they come from versus were other people come from.  This chart in itself can provide an opportunity for strategic riding compare and contrast strategies to be used and allow an opportunity for students to express themselves in writing and demonstrate their writing capabilities.

 

[Carlos Oyarbide]

I too was very interested in the rigid hierarchy and structure that permeated Japanese culture. It was fitting that this should be explained through his contextualized approach to history which neatly organize topics and subtopics into their appropriate circles. Everything has a place. As I mentioned in one of my post, the vendetta registration system is such a hyperbolic extension of the Tokugawa order’s desire to control its people that it almost seems like a joke. Today this rigid attention to detail is admired by outside cultures. It goes to show how significant the cultural values of a society can deeply ingrain themselves in the conscious and subconscious of a people. Outside countries that wish to replicate certain aspects of Japanese society will probably be disappointed by their population’s inability to emulate something that so deeply resides in the fiber of Japan. Although it is important to note the intense consequences of the individual that is unable to conform to the expectations of such a regimented society.

[Ann Huynh]

Japan has long been a country of interest for me because of their impressive technologies in America.  I grew up using a lot of items that were made from Japan or came from Japan so to learn more about their history was an enriching experience.  One of the most fascinating thing in the lecture was the vendetta registration system.  The Japanese government was granting permission to the people to carry out justice as they see fit.  The story of the 47 ronin and the subsequently suicide is a great teaching point.  I would use the image and have a discussion with my students about what they are seeing as a way to introduce the students to the ideology of fairness and what could happen if you break a law.  There are consequences for all your actions and that you are responsible for it.  This is very similar as to why there are laws in America.  This would be a great connection for the students.     

[Tanish Fortson]

The agricultural revolution took place in Japan in the 1700 and 1800’s. Seeds and corps were of better quality so it intensified the use of land and labor. This revolution meant higher per capita productivity and a trend towards smaller families. Despite China and Koreas populations growing, Japans population remained the same. Families were purposely kept small with only grandparents, parents, and children. There was no extended family living on the land. It just wasn’t enough to have more than one heir. According to the article, “Cultivators may have practiced abortion and infanticide lest they have more children than they could afford.”

 

Other factors that could have contributed to Korea keeping the families small were disease and infection. Smallpox reduced the male fertility by 50% or so. Syphilis affected the urban populations and starvation due to scarcity of food hit some regions harder than others. The north had trouble growing due to poverty while the west was more commercially developed, prospered.

 

 

[Nira Sun]

Hi Eric,

Yes! I am planning a field trip with one of our Spanish teachers here. We will take our Mandarin 3 and AP Spanish students to Chinese American Museum and the LA Plaza De Culturas Y Artes.

This plan was based on two considerations: One of the requriement in AP testing is culture comparison. 100% of our students has Hispanic descent.

We hope students will benefit from this field trip by learning and comparing two different cultures.

[Ann Huynh]

 The Japanese samurai has always been a point of fascination.  Prior to this reading, I thought that they were just soldiers, but they have a strict code and are highly disciplined.  In the "Principles of Warriors," it went into exact details what a person need to do to be a samurai.  He must obtain two kinds of principles, the ordinary principles and the emergency principles, before even being a samurai.  Throughout the text there is a heavy emphasis on discipline and a continued focus on cultivating skills that are deemed acceptable according to the samurai code.  They are not ordinary soldier, but someone who dedicated their life to being an esteemed citizen.  This helped explain why the Japanese tea ceremony is a meticulous and long process.  The people in the tea ceremony are very disciplined.  

[Tanish Fortson]

The Tokugaw or Edo period was characterized by economic growth and accumulation of the capital was the driving force after the Meiji Restoration, so I’m thinking that the strict social order, stable population, and no wars wasn’t all that bad. 250 years or so of stability during these times is almost like winning (ignoring all the behind the scenes things).  What I did not like about the period right before Edo was the only the children of the upper class families received and education so that was basically less that 10% of the entire child population. During the Edo the government did start focusing on providing education for all (most) children. I’ve read that one of the reasons children had began to get an education during Edo was because of the merchants and tradesmen. Everything was on a hierarchy though. From brothels to vendettas it was always rules to follow with the Tokugaw.

 

[Sonia Arrayales]

Rick,

I must agree with you on Professor Yamashita. He is a very engaging presenter. The stories, the information, and the way he shared his in depth knowledge had me wanting to learn more. The vendetta topic was by far one of the most interesting topics.

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