[Crystal Bok]

I read the Economist article regarding factory worker-poets who express a multitude of themes that span the whole human experience from homesickness, pride, powerlessness, and hope through their poems and punk fashion. Regardless of the limiting factors to the laborers' written expression, the poems published online provide poignant windows into the thoughts of individuals whose identities are so often reduced to anonymous, rote laborers. Behind the mass production of goods in factories are individual persons, each with their own interpretation of their life and circumstance. The article's discussion of the shamate movement, a punk/counterculture also illustrates an example of factory laborers creating a protective and expressive community in which they can push against anonymization and dehumanization. Their shocking hair and fashion demands attention from the majority of society that already marginalize them. As one interviewee says in the article, "“People paid attention. It wasn’t positive attention. But they saw you. And the point was to be seen,” 

[Crystal Bok]

How might looking at the Chinese Communist Party help students understand fundamental differences between authoritarian states and democratic ones? Why would young people choose to join the communist party?

Comparing the structure of political states is a helpful way for students to visualize the flow of power. As we saw in the lecture, the top-down structure of the CCP makes it abundantly clear that the purpose is centralization of power. Power flows from above, and flows down to be disseminated by the lower echelons. The tiers of power are held together by commitment to the centralized ideology. There are plenty of visualization for democratic states, which demonstrate checks and balance of power among different government branches. Students could use both visualizations to discuss the ideological and logistical differences.

As to the reason why people might join the communist party, it would be helpful for students to think about other groups or communities that people voluntarily join in school or in their communities (Clubs, churches, programs, political parties). There are a myriad of reasons, but students could discuss why joining a popular group might have advantages, especially if it comes with economic opportunities. What are the pull and push factors? How could it potentially protect members' interests to join such an organization? Who else is in the party that you might otherwise have not encountered or made connections with? And what of ideology, if you are passionate about the values that the party represents? 

[Crystal Bok]

The most prominent theme that I noticed while watching the video lectures was the historical and ongoing struggle for Korea n sovereignty and identity. Korea has been wedged between powerful kingdoms and states (both geographically and politically) over the course of its existence. What does it mean to be a unified kingdom? How do you prove your own enduring and historical sovereignty in the face of Western and Japanese imperialism? How does a nation preserve its language and culture under colonial erasure? How do you build back from war, when both land and people have been pulled apart in two? And another question emerges from it all: Korea (or both Koreas, plural now) has experienced greater global recognition for a variety of reasons. However, is Korea truly self-sovereign now, after all of these historical efforts? What lies in the future of the Korea(s)? 

Another theme that I have interest in is the development of democratization of South Korea following the Korean War - or rather, the pattern of progressive and authoritarian presidents leading up to the current period of democracy in Korea. For me, the various popular movements that resisted authoritarian rule and suffered violent government crackdowns shows the struggle for democratic reform that can easily be compared to American history and could provide a rich source of discussion with students. I think that the current wave of popular S. Korean culture pervading over the globe has helped Korea solidify its own global fame (or infamy) as a modern nation, but I would hope that the popular recognition would also lead into a deeper interest to learn its struggles and history. 

[Crystal Bok]

Both the Nationalist and Communist party were based on Leninist structures and organized under influential leaders. Both parties strove for betterment and empowerment of the country, especially under the growing threat of imperialism by external forces. The core idea of national identity and democratic restructuring lay at the heart of both efforts. 

After the Communists drove out the Nationalists, it would seem that the next priority would be to maintain their power over the mainland and establish a strong political structure that can enforce its policies across the vast territory. It also seens crucial to quell rebellions and anti-Communist sentiments that could undermine the movement. 

I chose to interpret one of the playing cards (5 of clover): In the card, the settings seems to be the middle of a field during battle because of the attire of the depicted characters. The characters are seen running with weapons, draped with camoflage and shrubbery. Dark smoke in the back hints that perhaps explosives have been going off. In the middle of the card is a woman who seems to be communicating through a transmitter, and perhaps another woman supporting her device. The central woman shows no fear in her face or body language and instead stands tall and confident as she speaks into the transmitter. This card seems to be highlighting the woman's role in communications in military roles.

[Crystal Bok]

The Treaty of Nanjing is a single-beneficiary "agreement" that establishes British freedom and power in China. This treaty throws open China's trade markets and ports, forcing China to surrender sovereignty over its economic freedoms within its borders. Moreover, several of its territories are seized (Hong Kong "in perpetuity") and held until China fulfills financial compensations. Not only that, but China's own legal and political authority is diminished by the treaty's condition that all British subjects held for any reason be released. This kind of absolute and unconditional amnesty to all parties involved with the British further diminishes the Chinese authority to govern and regulate its own people. The treaty is rightfully an unequal treaty because it clearly establishes the conditions for a new power paradigm. 

[Crystal Bok]

I teach in central Los Angeles and it would be interesting to look at the geography of Los Angeles through maps and visuals to connect to why we (students, their families, and myself alike) live in this central hub and how it came to be. For example, the discussion of river basins would naturally arise as we look at images of the Los Angeles river (as it was before 1940) and to track where our source of water is. This could be implemented as a research project for students to track the source of LA’s water, which could lead them to learn about the chronic issue of historical droughts and depleting waters that affect our water supplies in the Sierras and Colorado River. It would also be an opportunity for students to analyze the political and economic conflicts that arise from resource scarcity in our own state (e.g., protests and demands from farmers with limited water).

[Crystal Bok]

Hello everyone,

My name is Crystal Bok and I currently teach at an elementary school in central Los Angeles, within LAUSD.

I am Korean-American and I have familial and personal connections specifically with Korea and Japan. I have always been interested in learning more about the histories of both countries as well as the surrounding East Asian countries in order to stay connected to an important part of my identity and also to stay informed about current events even as I live in the USA because the majority of my relatives reside in Korea. It has been interesting to witness changes over the course of my life as public perceptions about certain E. Asian countries have shifted due to media and popular culture. 

What I hope to gain from this course is a greater understanding of how history shapes the present, and ultimately the future in the context of East Asia. I would like to adapt these concepts in the classroom to make social studies feel more relevant and connected to the present-day to my students. I am looking forward to meeting everyone.

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