Session 5 - 10/21, Sam Yamashita

[Haena Shin]

I was also really interested to hear about the role of women in the economy. It was surprizign to learn that Japan had gone through bankrupty since Japan is always refered to as a successful country. I think westernization really helped boost Japan's economy with the introduction of a lot of different types of trade being brought back to Japan. It's interesting to learn that the people of Japan were reticent to accept the new ideas, trends, and innovations that came to Japan as a result. Knowing that people of Japan tend to be more reserved and keep to theirselves, I also felt that it was exciting to learn how Japan's foundation as a modern nation took root as a result of opening itself to foreign ideas and concepts.

[Haena Shin]

I was also really shocked to learn about the true perspectives of the Kamikaze Pilots. It makes me wonder what could have possibly gone through the minds of these pilots and the strife they went through during this time period. I'm sure they had to really struggle with the intention of having to obey the orders of their nation but also wanting to stay alive and be with their families. This would be an interesting topic for students to study or write about when it comes to the extreme decision of having to forgo one for the other when it comes to choosing between loyalty versus freedom or obendience versus rebellion.

[Haena Shin]

I love your point of view on how history was so much more powerful when seen through the perspective of diaries of all kinds of citizens. I think there is so much power and meaning from the diaries of the poeple who went through the wartime periods. THe annecdotes of these people are definitely powerful in comparision to the powerful and decision makers because it is such a raw and emotional account of what they went through and how they were affected by the war. 

I think the idea of keeping a journal for your students is fantastic. It's a great tool and a way to keep track of what their life is like and how it changes over time. In comparison to the diaries they read, students can be able to understand the perspective of these people in a more meaningful way and truly imagine what it could have been like if they were in their shoes. 

[Cynthia Stults]

Matthew, I totally understand the issues regarding time to teach everything. Within elementary school, they talk about spiral curriculum where every grade level is expected to revisit similar topics, but with greater depth and detail. I know that I always still worry (especially in social studies) that if I am not careful, I will not provide my students with necessary perspectives. I had a very US-centric education regarding WWII and it made the Japanese attack on Pearl Harbor seem almost entirely out of the blue. With this course, learning about all that went on in the decades before and even in the months prior to the attack, you do gain perspective as to all that led up to the attack, and it made me compare it to the U.S. decision to use the atomic bomb as a means of ending that conflict. I really wish we had TONS more time to provide enough context so that students can view all historical events from multiple perspectives.

[Kurt Hansen]

Japan moved toward modernization during the Meiji period. They grasped on to a model they studied first hand and learned through history: the western model. As they moved into a more modern industrial age, the Japanese modernized and westernized in clothing, architecture and militarization. Gone are the Jpanese Yukata and in is the military uniform or western suit. Women wear less Kimono and more into a western style dress. Architecture wanders from simplistic, wooden structures and moves toward European splendor and more detailed interior design with many flourishes and curved design. The militarization includes invasion of nearby countries, destabilizing the region and using the western style of colonization to increase control, economics and resources of a region. Their need for modernization was understandable, their overzealous desire to be a western power caused more problems for the entire region and created even more animosity between Korea, China and Japan that lasts even today.

 

[Lizette Bernal]

Hi Iris,

I love that you used this quote! If I remember correctly, Japan's always been the quite, more lenient country. I think frustration and desperation have a lot to do with their thinking that power is the biggest tool. Having neighbors like China and Korea (north and south) minimizes their land vastly. With enough defeats, I can see their rationale to act based on what works for others, referencing again power.

[Lizette Bernal]

Hi Cynthia,

I must've missed when Dr. Yamashita discussed that the architects of the Pearl Harbor attack studied in the US - a total shock! I agree that it's expected for people, anyone, to grow compassion for a group if they've spent enough time with them. But, it's also no surprise for people to visit (aka investiagte) others with a purpose. I believe it's a question of morality. Nonetheless, very distasteful and horrific. 

[Angela Chong]

Matthew, I didn't think about the difference in calendars when Perry arrived in Japan. This was prior to the modernization of Japan, and I wonder if the Japanese went back and restated history in terms of the Western Calendar as part of the modernization when the Western Calendar was adopted? Or in History classes and articles, do they referrence the "old" time period? Here in the United States we refer to times in terms of Western Calendars, and then the changes of AD and BC. Our sense of time is through that lense, but how different would we view it if we understood the "old" way of time prior to modernization? Perhaps more discussion was had with regard to calendars in the prior session last sping, East Asia prior to 1800? I wasn't in that group. Were you?

[Robert Docter]

I agree with you Dennis about the impact of diaries. It was fascinating to hear of Prof. Yamashita's work with diaries from the Japanese point-of-view. As I teach a high school world history course, the use of primary sources, especially from non-western points of views, is vital when truly grasping a "world history". His examples in class for the snippets provided a clear visual for me. For my students, a diary of that viewpoint coupled with other forms of evidence enhances the understanding in a deeper and more meaningful way. Daily Life in Wartime Japan will enhance the my curriculum and was grateful to hear from the author himself. 

[Robert Docter]

The "Rise of Modern Japan" provided new insight to Japan's rise, similar to your response, Kurt. Specifically with modernizing technology, their 2nd industrial revolution saw 85% of its households with electricity in 1935, versus 68% of American households (maybe data from US great depression, but still an eye-opening statistic). Additionally, Japan's Zaibatsu system was an interesting topic discussed by Prof. Yamashita along with the reading. I found this very unique for their economic rise versus the western influences. I was trying to grasp its family owned/vertical integrted monopolies and how it positively worked. Relating it to my knowledge of Mistibushi here in the US was interesting as well. 

[Robert Docter]

Most of the content in this seminar relates directly to the 2nd semester content of my 10th grade world history course. Particularly WWII and the Japanese and Korean War efforts. However, I've been trying to think of ideas to implement some of the content in my 11th grade U.S. History course. Prof. Yamashita's lesson sparked some ideas, specifically the life in wartime in Japan (1937-1945). Comapring war time efforts between the US and Japan can provide a multi-view approach to war time efforts and "total war". The rice poridge examples, community groups, food and commodity shortages, the movement out of the cities or a few examples that could highlight this. The amount of young children and "non essential" urban dwellers to leave cities highlighted to total involvement a war could have. Images of all the children in the country side, some very hungry, is an example that can resonate with my students. 

[Cynthia Stults]

Angela, I agree that this seminar has opened up my eyes to see that unfortunately, it seems that all cultural groups view outsiders as ignorant and less developed than themselves. As I think (hope really) that human beings are mostly inclined towards good intentions, it does make sense that, aside from amassing additional land, when these countries take over (much like when Japan invaded Korea), I have to believe that the average Japanese (and possibly even some within the military) believed that it was necessary to "help" these lesser countries to improve, and of course, the only way that they could improve would be to take on all aspects of the culture of the invaders, and that due to biology and/or lack of proper education, these "ingorant savages" could not possibly govern themselves, or hold high paying jobs or hold governmental positions. We are currently discussing this in social studies as the Spanish are forcing the California Indians to move onto missions and abandon their way of life, and how the priests likely felt that they were there to save souls, while the Spanish government wanted more loyal subjects to protect their new territory in North America. It is sad to see that atrocities always are committed by the occupying party.

[Katherine Oh]

I believe that this lesson on different perspectives can be included in any lesson we teach our kids from history. In this particular battle in Pearl Harbor, we see the importance of understanding the reasons behind certain decisions before we judge the outcome or the effects of the decisions. I could imagine the impact this had on the regular civilians back at home, after putting so many lives, resources, and money at stake. Even thinking about the parents of Japanese soliders who were willing to be Kamikaze pilots hearing the news that despite their sons efforts to fight, Japan still lost... 

I feel that as teachers, we have the duty and responsibility to present ideas and history with as many perspectives and points of view as possible. Even though I am teaching elementary students, I still feel the need to tell students the truth of some aspects of our history so that our students will grow up knowing all different points of views and ideas from different sides. 

[Katherine Oh]

Dennis, your post about the diaries of regular people reminded me of the impact that the Diary of Ann Frank has today. We read this book with our kids in schools all the time and the impact of this book has lead to Holocaust Museums, dedications, and memorials to honor the Frank Family. I wonder if the books that Professor Yamashita wrote from the diaries of the lay poeple in Japan will have just the same impact in our history or in the history of Japan one day. I find the idea of teaching how to write diaries to our kids important and engaging! I would share some of the diary entries from Professor Yamashita's book to show students how kids their age were able to express and write about how they felt and how they were impacted by what was happening in their country. I want to use this to help students express their thoughts about our government and state of our country in terms of how they treat immigrants, women, and even gun violence in schools. 

[Cynthia Stults]

Katherine,

          I totally agree that it is an important practice to have our own students begin their own forms of diaries. People trust diaries with their inmost thoughts and feelings about what is happening. They do not censor themselves, worried about what others may think or judge. This provides a unique perspective and context to historical events. Diaries, especially those of youth, do not typically have an ideological agenda and are not trying to persuade someone to their way of thinking, as these aren't intended for public consumption. I think that students will feel more connected with historical events when they are able to view these events through the eyes of someone like them. We teach about the California Gold Rush and the building of the Transcontinental Railroad, and it has been a real struggle to find primary source documents written from the perspective of the Chinese miners and those who worked building the railroad, like a diary. The one thing I do worry about with teaching students the importance of journals and diaries, is that if we tell them that they might be read by people in the future, they could begin to censor themselves, and not share those sincere thoughts and feelings. I'm not sure how to address it, but perhaps with all of the posts people make on social media and blogs, has the need for additional journals and diaries has lessened? 

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