[Amir Osterweil]

This excerpt on women in Korean education is useful in anaylyzing gender relationships throughout history. This reading and a previous reading we completed on China, "the Bad Habits" could be incorporated in a Document Based Question. I think I would use Mary Wollstonecraft's Vindication of the Rights of Women, Olympia De Gouge's Declaration of the Rights of Women, from the Enlightenment and French Revolution respsctively. I then would ask students to tie a commmon thread between the four readings and to analyze women's issues over time. Wollstonecraft, De Gouge's and Yim all challenged traditional notions of women as inferior, and incapable of learning.

[Amir Osterweil]

Could you please post the sources where are readings are coming from? It would be helpful to know the sources if I use excerpts in my classes. Thanks

[Amir Osterweil]

There was so much opposition to these reforms that we read about, nex taxes, consription etc. They seem to challenge the important sectors of soceity, farmers and samaurai. How were they successful? I'm interested to know how the farmers were won over. It is well documented that the samurai rebellions were put down militarily. I found it interesting to read that parents opposed public school initially. I might have students compare the industrial revolution in Japan with Europe. It seems that changes that took 100 years in the United States, took place in about five to ten years in Japan because the changes were forced.

[Amir Osterweil]

The exceprt from Fukuzawa Yukichi's "Leaving Asia" is a valuable resource in explaining Japanese imperialism and the air of superiorty some Japanese felt towards other Asian nations. I already knew from teaching WWII that Japanese people had a sense of superiority, during the time period, but this will help me illustrate it to my students. I try to incorporate primiary resources in each unit that we study. I was suprised to read the words "our evil friends of East Asia" and am wondering if the orginal words were that harsh. I also found it interesting that Fukuzawa is concerned that Westerners will confuse Japanese with Koreans and Chinese. It is a little ironic because given WWII history, Chinese and Koreans do not want to be mistaken for Japanese people.

[Amir Osterweil]

I thought the readings from China, were very interesting. I m interested to know the inhabitants of Ghouzou tired to resist foriegners and what the outcome was. I ouwld like to use excperts from this reading to give students a view of the Chinese perspective on the Opium Wars. Additionally, I would use the information from the "Bad Habits" reading to have students analyze the treatement of women. 

[Amir Osterweil]

I'm interested to find out what was the outcome of these placards? Was there an violent clash, was it put down by British forces? I am thankful for this piece of infromation, since my school texbook mentions little about the reaction to the treaty on Nanking.

[Amir Osterweil]

The Manchus are expecting inhabitants to shave their heads in a show of submission. The Manchus simply want to people to shave their heads in a show of loyalty and unity, as subjects under “Heaven”.

The emperor refers to China, as a “celestial kingdom” which ties into the belief that China is the center of the world. He believes that there is no need to trade with Britain, he essentially wants King George to respect Chinese customs and withdraw his ambassador.

The treaty of Nanking first off imposed extraterritorial rights on the Chinese, claiming that British subjects would enjoy full security and protection of property. Furthermore British subjects are allowed to continue living and trading in China. China must pay 6 million for opium as ransom for British officials. Basically, this treaty marked the beginning of foreign domination of China and the loss of Hong Kong, ports etc.

The Taiping economic plan usurped the old order based on gender and feudalism. Confucian thought relied on a old order based on social hierarchy, older to younger, male to female etc. The Taiping plan was much more egalitarian, defying boundaries of gender.

[Amir Osterweil]

Hello, My name is Amir Osterweil and I am a world history and humanities teacher at Palisades Charter High School in Los Angeles. I've been teaching for 7 years and am looking forward to adding to my knowledge of East Asian history . I had the privilege of teaching in Seoul for two years and am fasciniated by East Asian culture and history.

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