session #9 reading 10/21 morning (dube)

[Jazmin Luna]

It was interesting to learn that this rebellion was also called the Boxer Rebellion because they believed that martial arts could protect them even from bullets. It kind of seems that they are spiritual in their name since many religious people believe they can be healed just by faith alone.  Yet they were anti-Christian who targeted Chinese Christians.  This is similar to the Civil War and how people from even the same family were fighting each other in order to protect what they believed was right.  Once again I could use this as an example to show my students that everyone has their own point of view depending on how they grew up. 

[Ann Huynh]

In England, we have Kings, but in the Asian countries, we refer to the kings as emperor.  The last Manchu emperor, Puyi, was removed from power and taken prisoner from Russia as the Communist party eventually seized control of China.  His story was told through the film "The Last Emperor."  I would use scenes showing the forbidden city so that the students know the scale and size of the palace in China.  This way they will see why so many people in the past has fought for this position.  Unlike the Kings in Europe, the emperor in China justify their rule because of the “mandate from heaven” and that if the mandate was revoked, they would lose power and a new emperor would replace them.  

[Catalina Silvestre]

The cartoons that represent anti United States are disheartening because these are really depictions of how people felt and what was really going on politically.  Something that stands out to me is the ideas that the media also serves as a catalyst to what people believe and serves as a representations as to what is actually going n in the world.  I teach a unit I summer school tat deals with freedom of speech and the media.  Teaching this unit I typically use cartoons like this to begin getting the students to understand how media affects ones belief system or systems.  This generally gets them very interested in what I going on in the media in the United States but this would allow me to expand their thought pattern to historical political issues that are affecting not just other countries, but that also show us how we are seen in the light of other nations.   

[Catalina Silvestre]

I recently attended a professional development don’t with getting students to a point of relaxation post lunch any major school event.  Along side this I have a heavy background in research with school wide positive behavior intervention support strategies and strategy implementation at various school sites.  After reading te literature, ESSENTIALS OF THE NEW LIFE MOVEMENT ” (SPEECH, 1934) By Chiang Kai – shek, I have decided that I would use the principle in community building circles to build capacity in terms of our schools School wide Learning Outcomes. Li means
“regulated
-attitude.” Yi
means
“right
-conduct.” Lian 
means
“clear -
discrimination.” Chi means
“real
self‑consciousness.”  All of these concepts are concepts that can be implemented and embarrassed to create better student out comes in terms of school culture.  The key to this would also being able to provide the background knowledge that we receive in the seminars to make the information relevant while giving credit to its creator.  I have gained so many ideas in how even the most simple portions of this culture is relevant to all of our student progression and accomplishments.

[Ann Huynh]

A lot of things are happening around the world.  The Nazis are taking over Europe, Japan is taking over East Asia, and the United States is involved in World War II.  The political cartoons in “The China Weekly Review” is a primary source that can engage students.  Political cartoons are a great way to analyze history because there are many nuances to interpret why things are the way it is.  Also, more students will be willing to speak about an image than a text.  Furthermore, this is how people and countries ae being portrayed in the media.  Without this freedom of speech, many people might not have the ability to display their viewpoint without repercussions.  Therefore, these cartoons served as a relieve to the severity of what is happening around them.     

[Matthew Wong]

I love the inclusion of political cartoons in history because it provides students with a different lens to view what was happening in the world at the time. Thank you for sharing this political cartoons from a foreign perspective. Students, I believe, typically only see US-based cartoons in their study. I think this would be interesting to add to a World History lesson on World War II.

In "Driver and Driven," the cartoon artist depicts Roosevelt as treating the American public poorly. I think the artist is trying to convince his audience that the American government is corrupt and does not really care about its citizens. 

[Matthew Wong]

I also found Professor Dube's questions about history - What drives the perception of the past? - an interesting point that I think I will share with my students. It's true that the past can change. In truth, it always has. Historians are always looking back to investigate the past. Through their studies, they may learn something that previously historians had not thought about or discovered. This is what Dube was referring to as new data. History also changes when new questions are raised and new perspectives are shared. This is what university professors do. They look at what is already known, develop new questions, and either confirm or expand on what the "public knowledge" is. For some reason, before Dube raised this point, I did not think about this. As a history teacher, I often wonder how I can address history (and by extension, the history textbook) in the digital age. Many of my students are questioning, and even challenging the text, and sometimes, truthfully I have no good response to them. 

[Sonia Arrayales]

Jazmine, I believe you hit the nail in the head. I could not agree more with the points that you made in your post. An unblinding faith can compel us to do many things. Also, it is also difficult to see division amongst each other in standing up for believing what is right.

[Matthew Wong]

Lloyd Eastman’s “Who Lost China? Chiang Kai-shek Testifies” provides historical analysis of how the Nationalists lost to the Communists in the Chinese civil war. I have always been fascinated with the Chinese civil war, and often wondered what China would be like had the Nationalists not lost. From my prior studies, I came to learn that one reason the Nationalists lost was because of corruption. The reason why the Communists won was not because of their superior ideology of politics and society, but rather their ability to connect with the common people, who constituted an overwhelmingly majority of the Chinese people. Eastman’s article points to how Chiang himself understood the problems of the KMT. Chiang states, “But the chief reason, which cannot be denied, arose from the paralysis of the party: the membership, organizational structure and method of leadership all created problems. Thus, the party because a lifeless shell; the government and military also lost their soul; with the result that the troops collapsed and society disintegrated.” Another aspect I found interesting, and something I do not recall learning about, was the blame some Nationalists placed on the US. Eastman writes, “Since the late 1940s, many of the Nationalists' more emotional and politically motivated supporters have claimed that the National Government fell to the Communists primarily as a result of American betrayal and inadequate material support, rather than as a result of internal Chinese factors.” I have to admit that I have a limited understanding of Taiwanese history, despite the fact that I lived there for a good chunk of time. This article I believe prompts me to learn more about modern Chinese history. I also think I could share excerpts of this article with a World History class. 

[Sonia Arrayales]

Matthew, I agree with you in the inclusion of political cartoons in history. The persepective that they offer, demonstrates the feelings that the people were experiencing at the time. They also give us insight as to what the views are of other countries and how they are precieved.

 

 

[Luis Camacho]

Session #9 by Luis M. Camacho

 In this session we had a lot of fun with the activity we developed about splitting the class members in three different groups to “recreate” important moments in the Chinese History.

We became in self strengtheners, reformers and rebellious groups.

Professor Dube conducted the activity assigning the main character roles in advance. Our group leaders made an excellent performance (with the direction of Professor Dube) and made us feel as members of the historical group.

In this session I was double happy because besides learning in a different way the history of China, I found it an extraordinary idea that the students can portrait important people on the world of science such as Alexander Graham Bell, Nicholas Tesla, Thomas Alba Edison, Isaac Newton, Nicolaus Copernicus, etc. I am planning to use this activity in a near future.

 

 

[Cristina Hernandez]

11-30-2017 3:50 pm

Session 9 "Role Playing History"

I agree that this session was one of the most interesting and informative when it comes to ideas to implement information in an engaging way in our classrooms.  Having students role play historical characters is a great way to have them connect and understand information from the past.  I really liked this strategy and I am planning to use it in my class too.  

 

[Alejandra Jimenez]

I love the use of cartoons people seem to pay more attention when cartoonist exaggerate on politician physical characteristics. During election time, it is one of the most fun part about politics in America. After seeing Japanese cartoons about Westeners, Japanese depicted the Americans a bit scary with the long noses, bags of money, and having an assembly like work community. When I saw Roosevelt's cartoon it reminded me of the most popular idiom, "time is money", being productive, keep on moving. I think that Westeners at this time in history where American were misundestood about our culture.

[Alejandra Jimenez]

I completely agree with you, Evelyn, it is happening in our own backyard with online shopping, apps, TV shows, I believe that studying other cultures as Chinese consumerism is a window to gobal consumerism since it is our number one imported products from China. Since Chinese are the ones producing most of our products, I think it is genious to study their culture due to their sucess in mass production for consumers around the world. I really believe that China is the one doing the spying on American consumers to check what is new, what is the new hot ticket item in order to build or make off the market products. As we know there is no limits from toys, cosmetics, name-brand products, food, and technology.

[Lin ZhaoDavison]

Role Playing History  is an excellent learning activities.  When students role pay historial characters, they not only learn information about the historical events, but have much deeper engagement with the characters in the past.  They need to research the events and characters, digest their dialogues, and present them in a meaningful ways.  I observed a history class when students role-played a drama describing a Roman events. Students were emotionally connected with the characters and learned the history better through playing a mini-drama.  I will implement this strategy in my classes.

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