Session 4 readings, 9/25

[Christine Xu]

From reading the article, it seems that Chinese communist had influenced some of the Korean patriots on the 20th century. Kim San, one of the Korean patriots, joined the Chinese communist movement, and he as a communist to fight for Korean national liberation against Japanese imperialism.He joined the Chinese nationalists when the canton uprising occurred in 1925, and he became secretary of the Beijing Communist party soon after that. It is interesting.

[Michelle Levy]

This weeks readings were fascinating. In "Empire and War," it was interesting to read that Japan took World War 2 as an opportunity. They wrote that in "the International Situation and Japan's Position," Japanese leadership assumed that the future of the world was ruled by the superpowers. In the future, Nazi Germany, the United States, and the Soviet Union were the dominating powers. Japan did not want to be left out of that. I thought that maybe that one reason may have led to Japan's role in the war and most notably, the bombing of Pearl Harbor... but then I kept reading.

In the "World War ||" reading, it mentions that in 1940, public opinion in the United States saw China as a victim of Japanese totalitarian aggression. Japan bombed Pearl Harbor in the hopes to negotiate a settlement with the U.S. (In the War with China). In theory, Japan wasn't thinking of their long term goals. Like Germany, Japan thought themselves racially superior. It maddens me to think that millions of people died for no other reason than people thinking they were better than others. This is a topic I could present to my 2nd and 3rd graders. It's never too early to learn the right way to think: morally, equally, and fairly.

[Michelle Levy]

Professor Yamashita was very informed about all things Japan. I was particularly interested in the reasons leading up to the attack on Pearl Harbor. The decision was fourfold: a constitutional, diplomatic, Geo-political, and foreign policy decision-making dimension. It was one of the most complicated decisions for a country to make. He said that Japan was dealing with countries one on one up to that point (negotiations). Most important was Japan's stance on China... they didn't approve. Nor did they want other nations to help China, especially the Manchuria area. In Addition, the party members of Japan's government was declining, and at each other's throats. The "national unity" cabinet was formed in order to try and relieve some of the opposing parties conflicts. Instead many assassinations took place and the battle for power increased. Professor Yamashita also mentioned that it was within economic interests to get involved with Germany and bomb Pearl Harbor. The geo-political decisions that made Japan decide to attack Pearl Harbor were it's relations with China, the USSR, and the U.S. The Sino-Russian agreement confirmed Japan's fears of China joining the Soviets. And then the US finds out about Japan was doing in Manchuria. The US wasn't happy, even not being a member of the League of Nations. The United States wanted to round up all the Japanese on Hawaii and put them into "concentration camps." It was never agreed since most of Hawaii's military was Japanese. Instead, in 1940 the US stops trading with Japan. It really was a complicated decision, and its repercussions are still felt today, especially thinking of the Japanese that were put into internment camps in the U.S.

[Cindy Nguyen]

It's amazaing to to read the lack of help Korea received from the international powerhouses because Korea was deemed a "protectorate" state.  For over 35 years, Korea was dehumanized and disregarded because Western countries and Japan saw Korea as uncivilized and needed to be controlled.  I incorporate Ebrey: Modernizing Korea and Colonial Rule to supplement the readings for imperialization.  This will give students a different perspective of colonization and not the typical Western power ruling over a weaker country.   Japan, a country deemed as civilized was becoming more similar to their counterparts as their economy blossomed and viewpoints became more nationalistic.  

[Eric Hoh]

My personal education was heavy laden with references to the Diary of Anne Frank both in my social science courses, as well as English classes. Based upon discussion with my colleagues, I suspect that this was not uncommon in the education of many Americans. The diary entries of an evacuated schoolgirl is an interesting account that I would love to introduce to students and friends because it reveals the hardships and horrors faced by a girl in Japan during this same period of time. This is a voice that has largely been under-represented or acknowledged in the American, K-12 education system. I think it is crucial to shed light upon the experiences of the non-kamakaze, soldier Japanese civilians because it deconstructs any stereotypes or stigmas of the Japanese that might be present in only telling of the attrocities committed in Japanese War crimes. 

 

I would probably show a clip from a Miyazaki film called "Grave of the Fireflies" as an accompaniment to an excerpt from this text and a comparison contrast assignment/discussion with the diary of Anne Frank. 

[Rick Steil]

Really an amazing lecture tonight. I found the material awesome and presented by Professor Yamashita in an incredible way. I was not aware of the horrors in Japan during and after the war.  The crimes committed by the Japanese in China were matched by the bombing by the Americans. Civilians and the entire society of Japan were not spared. I cannot believe that Japan held out as long as they did and subjected their people to endure the harsh living conditions and war on their soil.

The last thought is that of the children being spared by the surrender of Japan because of their loyalty to Japan.

[Aja Koester]

In Prof. Yamashita's lecture he discussed the evacuation of children 6-11 years old into rural areas during the 1940's (WWII Japanese homefront). He talked about the shortage of food and the bullying that took place in the evacuation camps. He left a strong image in my mind of starving children sucking the puss from their wounds because they were so hungry. 

I thought this was interesting in contrast with an entry from Nakane Mihoko's (an evacuated schoolgirl) diary. She writes on April 9, 1945, "Today, it was finally decided that we will go to Toyama Prefecture. I am so happy I can't bear it." I immediately wondered where the enthusiasm came from. It seems uprooting a young child and taking him/her from their family would be a traumatic event. On the contrary, Mihoko takes a very different perspective in her diary when she shares how she would not see her brothers and sisters for a long time, but was fine with this. She mentions no sadness in her goodbyes with her brother. She desccribes a lot of what she did early on in camp as "fun". As Prof. Yamashita explained, the children were the biggest war enthusiasts and it seems these diary entries support this. As I read the entries, I wondered if Mihoko's perspective on war and evacuation changed as her time in the camp grew longer. 

[Rick Steil]

Professor Yamashita hit it out of the park with his information of what it was like during the occupation. It was thoroughly thought out how to occupy Japan and what punishments were to be imposed on Japan. New elections were held and women were allowed to vote for the first time. I had no idea that the communists being held were allowed to go free and there were over 100 soldiers executed for war crimes committed. I find it interesting that because of the Nuremberg trials we see the tribunal set up for top level war crimes committed by officers and others. In America we don’t show this side of the war as much as we should.

[Amir Osterweil]

I use this article with my students about the aftermath of WWII. Title "Japan Struggling to Say Sorry"

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[Christine Xu]

Millions Japanese civilians were evacuated and including children, women and elderly during world War II. They have to leave their home and displaced to rural towns because of the air bombings raids on Japan. The picture of schoolchildren being evacuated touched me a lot. The government made the decision to evacuate the civilians because they want to minimize the casualties so that Japan’s population could be regenerated for future.  Once the war ended, parents began to make their ways to retrieve the children. Some families had lost one parent or both parents, or even all siblings.Some children had to wait long time to find cousin or an uncle who was willing to take in the child. Although the Japanese government had finally surrendered and they had saved their children and the civilians in somehow, orphans became an issue of social welfare and visible symbol of defeat from the war.

[Rick Steil]

I thought I would show to my AP Photo class photographers of post war Japan, the images they were creating during this time and compare and contrast them with photographers from America, France and England. I'm sure we will see a differnt view and prespective from the winning side of WWII and that of Japan as they try to regain their fractured society.

[Chris Hertzog]

I also found the perspective of the children eye opening on how war, patriotism and nationalism can take hold of the young, but at the same time how some of them could be so resilient and offer an understanding of the complexities and emotions surrounding the families and communities they were in.  Kids seem to be able to speak to the reality or 'truth' of the situation when adults continue to look the other way.  Prof. Yamashita's perspective and teaching style was very helpful in brining in the big picture or the Japanese culture, the war and then the personal view of the journals, especially the children's.  These kinds of perspectives and sources are excellent for our students today.  One of these diary entries can bring our students into the minds of others powerfully and quickly.

[Chris Hertzog]

Great idea, and I was inspired myself, especially hearing the story of Prof. Yamashita's father at Pearl Harbor and knowing my grandparents were there at the same time, reminded me that history is not just a subject, it is the tale of our lives, our families, our peoples  and the perspectives they have or had.  If we don't share it, it can be lost.  That being said, I realize I need to be more active and diligent with my grandfather's photos from Hawaii and share those with others who remember or lived through those days or even had family and friends that did.  Whether its a photo, a diary or a family story, these personal narratives or perspectives is how we have any historical records at all.

[Chris Hertzog]

I very much enjoyed and learned from Prof. Yamashita in both of his lectures/ presentations.  Not only the content and the use of photos, personal and historical, the use of diaries and primary sources, the use of maps and figures, but also how he started each section with a graphic organizer on the direction or structure of the lecture.  The circle maps or thought bubbles that he used to begin each section is a great idea in sharing the smaller to larger picture or larger to smaller picture of a situation, time period or historical development.  I can see how my visual learner students would appreciate this kind of 'lecture map' so they could see the larger issues, but also how they developed or where they came from.  I could also see them doing the same kind of strategy in note taking from a text or primary source to organize a complex situation or historical development.  Thank you for the ideas!

[Christine Xu]

I was shocked by the pictures of Japanese aftermath of the world war 2. The war solved some problems, but created many others. At the end of the war, Japan’s infrastructure was gone. Infrastructure is a countries public system and services of a nation. The bombings Japan had received from the U.S. were responsible for the destruction of Japan’s infrastructure although the U.S. helped Japan strengthen its economy by rebuilding its transportation system, industry and urban infrastructure. 

Economic Impact: the railway system badly affected. Machinery were difficult to maintain and repair. Imported raw materials in short supply and limits on the use of gas and electricity affected industry. And the people suffered hunger, poverty, and losing jobs.

 

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