session #9 reading 10/21 morning (dube)

[Beverly Nettles]

After reading the New Life Movement, I thought it was a great speech, and wondered how effective had it been - I wanted to know more.  Then I thought about how I could apply some of the principles in the classroom, not exactly as stated, but to make li (rituals) more like routines in the classroom; yi (righteness - this is a moral characteristic), is what children learn - how to respect the rights of others; Liam (integrity), honesty and truth - a characteristic learned through one's environment, thus, in a classroom setting I think integrity starts with the teacher, their words and action; this is not a subject that is taught in the classroom, however, it could be a good topic for discussion; chi (a sense of shame), with younger children teaching right and wrong is easier than with older children.  Younger chidren can be made to feel ashame when they hit, or says something wrong to their peers.  Thus, my opion of the four virtues or New Life Movement in China causes bondage, and limits ones free will to feel, and think in human terms.  Goodness and righteousness comes from the heart, and is learned through example; Thus, Chiang's effort to change a people from vulgarity to decentcy will have to happen on both a polical and social level, and may take generation before a light of righteous change take place. 

[Gerlinde Goschi]

I was also fascinated by Mao Tse-Tung's first essay, The Peasant Movement in Hunan of March 1927.  I can't help but wonder if this is the Mao Tse-Tung manifesto? Evidently,  it is a feverish call for a revolution.  Mao calls on all peasants and ignites them to "rush forward along the road to liberation."  He states: "They (peasants) will sweep all the imperialists, warlords, corrupt officials, local tyrants, and evil gentry into their graves."  Mao continues by predicting: "Every revolutionary party and every revolutionary comrade will be put to the test, to be accepted or rejected as they decide."  Then, he analyzes: "There are three alternative.  To march at their head and lead them? To trail behind them, gesticulating and criticizing? Or to stand in their way and oppose them?  Every Chinese is free to choose, but events will force them to make the choice quickly."  He continues the essay by equating the "patriarchal-feudal class of local tyrants, evil gentry and lawless landlords" with the "basis of the autocratic government for thousands of years in the cornerstone of imperialism, warlordism, and corrupt officialdom."  Finally, Mao states that the "real objective of the national revolution is to overthrow the feudalism forces."  As Prof. Dube mentioned in his presentation (10/21/17), Mao emphasizes " a revolution is not a dinner party, or writing an essay, or painting a picture, or doing embroidery, it cannot be so refined, so leisurely and gentle, so temperate, kind, courteous, restrained, and magnanimous.  A revolution is an insurrection, an act of violence by which one class overthrows the another.  A rural revolution is a revolution by which the peasantry overthrows the power of the feudal landlord class."  Mao sounds confident of victory and urges the peasants to join this unstoppable movement at any cost, and warns them that not making a choice (to join it or not to join it?) is not an option.

 

[Gerlinde Goschi]

In addition to this, Prof. Dube's presented the class with the question: "What drives the perception of the past?" (We can't change it, what happened, already happened) But, what we can change is the perception of the past. These factors change our perception (as mentioned by Aja): 1. New data; 2. New people asking about it (for example, today, the debate about the confederate statues; new people don't agree with what they represent); and 3.New questions?  In China’s case:  Were there women?  How did they change? Prof. Dube concluded that: "History changes, the past does not change.  Past happened." This reminded me of Prof. Kurashige's historical perspective on racism against Asians in America and that he was the first scholar to research this past from a new perspective: that of the Asian Americans. What was the experience of the Asian Americans during this important past? What was their perspective?

It is so important to teach this to our students. They need to understand that an important question to always ask is: from what perspective is this written or told? I would incorporate this question into my lessons.

[Jacqueline Mercado]

As I read Chiang Kai-shek's speech on the "Essentials of the New Life Movement" I found it interesting how he links personal cultivation and improvement to larger social order and the preservation of country.   He advocates for personal cultivation of virtues for the improvement of his fellow country men on a personal level with the goal to inspire larger social order and service to country.  He sees individual improvement and cultivation as an integral part of this new nationalism.  That is, he seems to call individuals to a high morality that will dictate social order, nationalism and a readiness to die for one's country. What strikes me about his speech is that he is calling on deeply traditional Chinese values to remedy larger social problems like poverty, lack of productivity and crime in China. He addresses social disorder and personal weakness by presenting a solution to both problems that plague China. He states that the adoption of these virtues is of utmost importance for the development of a new China.  

[Beverly Nettles]

I agree with you that we cannot change what has already happen, yet some things can be revised.  However, when you are talking about revision and other Nations and their interest revising may cause additional unnecessary conflict.  My thoughts, as Dube said is to Change the Sea of Japan to an American name, but how easy would that be, rather, how hard would that be (?).  Thus, I might purpose to my students, "Should we meddle in other Nations problems, or seek a solution that is suitable for our interest as well as the interest of others?"  Does New data, New people, and New Questions really cause revitalization to History, or should it; personally, I don't think so. However, I do think we should learn from History and not repeat the same mistakes as others, as we look forward to New Ideas, New questions, and New mind sets. 

[Evelyn Mendoza]

I believe this essay was very influential in its time because it represented the peasants as a very powerful force. In the essay Mao writes, “they will sweep all the imperialists, warlords, corrupt officials, local tyrants and evil gentry into their graves.” This was a statement that was clearly meant to inspire peasants to join forces, and pursue the path Mao was setting for them. Additionally, this statement was meant to instill fear in the groups mentioned. Mao goes on to say that, “ every revolutionary comrade will be put to the test..” This, too, sounds like a warning sign to those who try to oppose the revolution. Reading this, I could begin to understand why Mao was so influential among the peasant class. Mao saw them as the most powerful social group, and helped them to see that as well.

I would bring excerpts of this essay in to the classroom and have students analyze the results of Mao’s investigation of the towns he visited and have them try to surmise the motive of the essay, what was Mao trying to achieve by writing this essay. I would also ask students to decide whether the essay was effective at accomplishing the motive it had set out achieve, and give specific examples of how it did or did not do that. 

[Evelyn Mendoza]

Analyzing cartoons such as the ones printed in the China Weekly Review, which depicted not only the United States, but also Britain and democratic governments in a very negative light, would be a great critical thinking activity for students.  Students could even compare cartoons of that era with more recent cartoons to see what has changed, if anything, and how that is reflected in the relations between the United States, European countries and East Asian countries. I think students would enjoy an activity like this because they can be as creative with their analysis as they’d like. Additionally, students don't necessarily need to have prior knowledege of US-East Asian countries' relations because the cartoons speak for themselves. 

[Valerie Doby]

I forget the impact cartoons can have on a lesson.  I wish I could find some that deal with medieval China or Japan.  They can help with class discussions and lead to a deeper level of understanding and help students with perspective.  Which reminds me about the sea on the map that changes names based on perspective.  I really want to incorporate more perspective in my history lessons.  If someone knows a place to find political cartoons please let me know.

[Erin Tanguay]

I really enjoyed the lecture about, “history and whether it is fact or perception?” I was thinking about how I could use this in my 8th grade class (US history) which sadly isn’t the focus of this forum. Professor Dube said that there were three things that can change the perception of history: 1.) New Data, 2.) New People, and 3.) New Questions. He mentioned the issue happening today in the South with the Confederate statues being removed and the opposition to their removal. I think this issue addresses the classical questions of what is a historical heritage and what is historical hate? Can or should the removal of General Lee’s statue in New Orleans lead to the removal of General Custer statues at West Point or North Dakota? Now that there is a new generation of people “New People” asking why these statues that commemorate a painful chapter in our countries history should be allowed to hold a place of honor? Perhaps the lesson I could ask my students is to develop monuments today that would honor those who fought and died while telling a fuller perspective of the historical events, including the women, slaves, children and men on both sides of the conflict. This truly was an interesting lesson.

 

[Erin Tanguay]

After reading Mao’s fiery speech, “From the Peasant Movement to Hunan.” I thought this really fits a middle school mentality. The down trodden rising up! After the students learn about feudalism in China and understand the lack of mobility of the peasant class this would be a great reading to have them learn about Mao and how the Cultural Revolution began. I will have the class read aloud the first section on “Get Organized” and have them list the steps laid out by Mao on how to start a Revolution. Then I would break the class into groups and give them a small section of the reading from “Down with the Local Tyrants and Evil Gentry!” to “The Movement of the Riffraff.” Then I would have the students read aloud the last section. Students would then make peasant banners based on the section that they read using some of Mao’s fiery terminology, such as, “It’s Terrible” or Evil Gentry.” I think this would help them to remember the Cultural Revolution that shaped much of China (The soldier, the worker, the military all together standing strong) as well as show them that these steps and fiery style rhetoric has been used to start other revolutions, such as, the American Revolution.

 

[Alejandra Jimenez]

As I contunue to learn about China and read about how Chinese people value their history and try to reference back during major political and social events continue to change this nation. As I read the Generalissimo jiang on National Identity as it says, "...Chinese intellectuals and political leaders thought that ideas of national identity and destiny then reshaping European politics could help China." Dr. Sun Yatsen organized revolutionaries to a nationa-determination one of his "Three People Principals: as a central part of the ideology in order to defeat Japan. "China could not be strong until it rid itself of imperialist encroachments and was reconstructed as a nation of the Chinese people." These three principles were as follows:

1. War of resistance

2. National Independence and Equality Among Peoples in order to regain sovereing from rural provinces and different cultural groups.

3. Mao Tse-Tung: The importance of the peasant problem

After Dr. Sun made his speech calling on the people of China to unite in order to fight and defeat Japan from controlling China, The Communist Party led by Mao Zedong as a effective revolutionary organization.

After reading the articles I have concluded that China's political struggles still needs to reform part of their political ideals in order to provide provinces to participate in political decisions. I still think that Chinese history is extremely complicated. 

[Alejandra Jimenez]

For one thing I am glad we professor Dube pose those three questions because that means we can continue to revise data from previous historians as future generations will pose more intriguing questions as we continue to challenge students with more critial thinking skills and probe for further information. This means that in education is in the right path when it comes to new data, new questions, new people.

I am sure scholars and researchers will continue with investigations and reasearch about history meaning revised school books.

[Jonathan Tam]

The thing that resonated with me most in Seminar 9 was Sun Yatsen’s quote that China was being carved up like a melon. With events like the Boxer Rebellion and foreign interest of Christian missionaries and Americans like Hayes, China had only evolved from warring dynasties to warring interests. It definitely explains Sun Yatsen’s urgency to revolutionize China over the interests of reformers like Kang Youwei. Unfortunately, the pieces weren’t in place for Sun Yatsen’s revolution to take hold. Surely, there were pieces like his student followers, but the military power wasn’t present to drive out foreign interests and unify China. I suppose he was just much too before his time. Or maybe he came at exactly the right time.

[Jonathan Tam]

All throughout High School, FDR was painted as a hero. He was painted as the person who got America out of The Great Depression and the dutiful responder to the Second World War. The cartoon depictions of FDR certainly paint him differently as someone who exploited wartime to bolster profit, was puppeteered by the British, and ripped off the Chinese. I would certainly like to revisit a United States history course some day, but I’m left thinking about Dube’s statement about how history is written. Something that he had shared was that you can’t change the pass, but you can change the perspective and story of it. But as the books are written for children to absorb - new stories, new data, new questions and new people can really challenge those stories. I’m reminded most recently of the death of Fidel Castro and the reaction of my students to his time here. In his most public personality, Fidel Castro was a dictator. He pushed people out of his country and was an homophobe who persecuted thousands of queer cubans by sending them to re-education facilities. But on the other hand, he ended illiteracy, hunger, and high infant mortality rates in Cuba. Our leaders aren’t as altruistic or straight-forward as we always assume them to be. They’re complex and opinionated with only history to drive them in one director or the other.

[Carlos Oyarbide]

Analyzing cartoons is a great way to introduce a new unit or to generate discussion in general. I agree that students don’t already need to have knowledge about a topic when comparing the visual representation of different people. Analyzing political cartoon or propaganda is an important world history skill that all high school students should practice. Most of what I see in this department centers around the Second World War in the form of U.S. vs. Nazi propaganda. What I like about this activity is that it allows students to more objectively examine the images because there is not necessarily a “home team” bias.

Exploring different perspective and asking the students to examine the different biases that exist is very important. This activity could also be used to explore their own sense of bias. Additionally, this activity is easily accessible for ELD or SPED students. With some minor scaffolds, all students could really be engaged.

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