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Beverly NettlesAfter 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.
Beverly NettlesBeverly NettlesLearning about the Modernization of China (1939 – 1949), AKA the Start of China Modernization is a part of History that I had never knew or heard about. I think this is an important period of China's History that our students should understand and know. During this time transformation begin and foreign nations invade China and make demands: The British and French moves in and declare the rights to send missionaries, and merchants. In 1845 American signs a treaty with China, and introduces a new idea - Most Favorite Nation Status, which states, what other get we get it too. They too sent missionary into China, as well as technology. As China is modernize China began to lose it power and special privileges are granted, such as ‘Extra Terroriality,’ which means that the land is not China, but the country from which I’m from. Our students can learn from these situations; upper grade students could have debate on foreign right in other countries, verse a countries right to protect their land and culture… However, I do not see how younger students (TK/Kindergarten) can benefit from or understand exactly how such a war can begin.
Beverly NettlesThe Japanese exclusion of the 1920's were obvious acts of racism on behave of the U.S. Ozala could not become an immgrant citizen because he was Japanes and not white. However, the U.S. allowed an indian with simiar moral characterist traits to join its army and to becomes a citizen, because he was considered white, that's injustic. Thus, the supreme court in 1923 rules that Indian are considered caucian, but the common man does not see him as white, and Fin's citizenship reversed.
The wiseman, is able to muneuver around most obstacles. In an effort to get around the immigrant laws, the Japanse used Allien land law rights - birth right citizenship to purchased land, so they purchased land under their children's name. Knowledge is powerful, but wisdom is more powerful. As a teachers, we provide our students with knowledge, and hopefully an opporunity to display thier wisdom. By providing them an opporunity to display and share what they know and think they will retain and remember what they are learning. I plan to allow my students lead discussions in small groups and before the whole group. My fondest and most memorable lessons learned were when I was part of a debate in a history class; when I became an active participate verses a passive learner is when I began to engage in my learning.
Beverly NettlesI agree with you that people should choose to believe what is right, however, what is right in one person eyes is not necessarily right in another's perspective, and who is to determine what is right. Is eating a cow right, yet, not so India? Thus, knowledge is powerful, and students need to be educated about all cultures... Regarding the reading - Conqueoring and War these things have been around as long as man has been around. The Tokugawa Order to determine who will rule demonstrates power, strenght, knowledge, and strategic planning; I'm not sure what grade you teach, but a game of Chest, or Sutan is a great option for upper grades. For the lower grades, I suggest a monologue of the Tokugawa story, as students act out parts of the warrior principles (great for any grade level).
Beverly NettlesIt is most interesting learning about human behavior during war - sometimes loyalty becomes betryal. As presented by Professor Samuel Yamashita - The political back story of the battle between the western army lead by Ishida Itsunari, and the eastern army lead by Ieyasu, and succeeded by Hideyoshi who unified Japan is an example of such loryalty. Hideyoshi was responsible for invading Korea, and planned to invade China and then India; due to syphilis he had made allie with six of his trusted Lords to manage things after his death, however, Ishida was not part of the group. Ishida sent assins to kill the young heir, yet Mitsunari signaled to attack the eastern army, but they attacked the Western arm instead - Japanese Loyalty, not really.
Another interesting phonemena was that the warriors would go into battles with head bags, to be rewared for their defeat of the enemy; this reminds me of biblical stories I've read, such as David and Goliaths. Listening to these stories gives war a sports like notion, rather than loyality to its country's belief system.
Beverly NettlesI found it interesting that the Virginia text book recognize South Korea ‘East Sea’ claim, indicating that there is no Sea of Japan. According to Professor - America’s solution to the territorial fight between the two Titans claim is to call it "the William Sea…” As I researched America’s text books of today, I found the name of the Sea between the two Countries: Sea of Japan, while the East Sea is be printed below in parentheses. My solution would be to name the Sea ‘JAPKOR Sea’ or ‘KORJAP’ or ‘KOJA’… or the likes.
As a classroom activity, we can engage in a discussion about the conflict between the two countries claim of Sea territory; I would then have them to complete a blank map of Asia with their solution/naming of the Sea. Afterward we would tally the various names, and similarities to determine the best solution.
Beverly NettlesDivision is common, its fuel money and power; the forces of North Korean and the Soviet verse Southern Korean and the U.S. creates two powerful forces. Thus, unification can only start with the children (once the older generations die out...). Educated is one way to unify - teaching children about thier history and the history of countries, such as the U.S. might bring about an equitable solution.
One thing I can do in my classroom to teach empathy and the causes division is to set up a real life like scenerio, and have the students problem solving in small groups. I will provide them with a desired tangible (ie. a large chocolate chip cookie); They will have to determine who should get it and why. The objective is to develop discussion, and to problem solve for an equable solution.
Beverly NettlesI agree with Professor Dube, that the bombing of Perl Harbor by Japan on a Sunday was definitely sneaky (no, American aircraft carrriers at Perl Harbor on the day of the attack...); for the U.S. was clueless and caught off guard. Am I suppose to be sentimental toward Japan; when it's air force had been decimanted later in the war (?). War is ugly, yet necessary when defense is to save lives. So much war had taken place in the 1940's - Nazis controlling Germany, and Japan ceasing control of China; its no wonder the U.S. tries to remain neutral, yet, when a bomb is dropped on you, retailation is to be expected . It's no disappointment on my part that president Franclin D. Roosevelt declared war.
Beverly NettlesIt was an honor to hear live Han Dongfang speak on his film “We the workers. What he shared and showed on film about the social economic condition of its workers was enlightening. I especially enjoyed the film, a visual representation of how he went about convencing the people to unify for better wages and working conditions. Its shameful how factory owner greed superces the need of its people; and how its government supportes and literally took brutal actions against those who opposed the established labor laws. I only hope thing get better for the workers.
Beverly NettlesTaking the position of a reformer China needs to forge ahead with reforming its political and social status. The road may be long, however a gradually approach is necessary for economy change. Qing empire failed in two Opium wars, now its time for something new or different. Confucian tradition is not easily broken, so changes would have to be gradual. China has to consider what makes it foreign countries like the Western country strong and embrace their advantages while maintaining their own culture. Educating its people on a democratic government and developing a strong military front are the beginning of China’s reform.
Beverly NettlesHi everyone, my name is Beverly, I currently teach Transitional Kindergarten/Kindergarten at West Athens; I've been at this school now for 18 years. I hope to retire in 2-3 years. I'm taking this class because I'm interested in learning more about the culture of Asia, and perhaps teach English in Asia once I retire.
