[Deborah Whetstone]

Great points Shane!

I think in general soft power is (obviously) much harder to observe - the change soft power might engender could be generations away - in political areas it would be part of the 'long-game', right?  (genuine question, not sarcasm)

Is the traget audience more elite-oriented?  I thought in the lectures they were saying it wasn't as much, due to the One-Child policy? 

[Deborah Whetstone]

I understand why the west doesn't put more funding towards beautiful buildings (because see as a 'waste' of public funds), BUT I very much wish creative architecture was valued more here!  Those concert halls, opera halls, etc.!  Wow!  

And as I typed that, it occurred to me that - at least in the US - it seems like we generally, unknowingly adhere to Mao's idea that culture, in all of its forms, is wasteful.  Admittedly, we don't ascribe to the arts as needing to justify patriotism, but still the lack of interest in the arts, due to it not being 'useful' is definitely here.  Think of the emphasis on STEM subjects . . . although it's needed, we still don't associate the arts with science (starting to, with the admission of A for Arts creating STEAM subjects), but we are incredibly lacking in understanding how the two areas complement each other.  

I hope it is okay that I shared some of the articles with the orchestra teacher at my school.  We will absolutley be joining forces to help students understand the history in China leading to their current dominance in Classical music, from Imperialism, to the Cultural Revolution, to the One-Child per Family policy.  There were aspects of the lectures and readings I can utilize in all three of my Social Studies preps - historically, culturally, politically; specially the Guardian post.  I think it's at a level my students can engage with, to spark discussions. 

[Deborah Whetstone]

These are great!  This concept will be fantastic to use in AP World History, and AP Comparative Governments.  Absolutely critical content, as well as analytical skills.  I teach high school, but I'm sure they'll still need to be introduced to POV and Soapstone.  I also make the history students participate in National History Day - creating and researching a project, specifically for the purpose of practising with analyzing sources / POV.  

[Deborah Whetstone]

Thank you both for sharing what you found!!  I will absolutely be making use of those!

 

[Deborah Whetstone]

Agreed!  For me, it's one of those odd issues where I am aware of it, but it slips from my mind because of how frequently the people are just referred to as 'the Chinese'.  I will absolutely be utilizing some of the maps and graphics used in the video to help my students (and myself) learn and internalize that knowledge.  I stopped the video more than once to really 'study' some of the images.

Oh! I was also hoping for more information regarding the Chinese Jews; my assumption is their existence in China is a further example of the scope of diffusions along the Silk Road.  

[Deborah Whetstone]

This Session's lectures and readings will be incredibly useful for all of my classes.  I frequently mention/explain the Uygher issue in western China to my students - from both a political and cultural perspective.  However, the information provided and explained will help me provide so much more context for my students.  My knowledge prior to this was at a rather superficial level. 

A few areas that caught particular attention:

~ the flip from the government re: birth restrictions - Uyghers allowed more based on culture and livelihood, while the majority limited to one, then 180 degrees different now.

~ I'm very curious about the switch in perspectives from the GOP - denouncing by Gingrich, now support to the extent of being banned (Rubio) . . . (I'll be watching the 2nd video in the morning, so if it's answered there, I'll edit my comment)

~ I greatly appreciated the issue being connected to current issues within the US.  Due to being part of the 'social media' generation, students are readily familiar with events over the last few months in particular, and this will go a long ways to helping them understand something happening half a world away, that many of their parents even have never heard of.

 

[Deborah Whetstone]

This has been such a rich experience in learning about a critical (but poorly known in the West) area of the world.  I am fortunate to teach 4 different Social Studies preps at the high school level (Human Geography, World History, Comparative Political Systems, and Law Studies), and believe I will be able to utilize the knowledge and resources gained from ‘Two Koreas’ in all four courses. 

 

In general, I plan to use many of the resources, both articles and film/TV clips to help students analyze and discuss the differences between governing styles, regardless of the country.   As others have pointed out, South Korea itself provides great visuals for analysis of types of governments.  I especially plan to use one of the last articles we read, along with clips from a film I reviewed for Cult of Personality in North Korea.  In my experience, this is the concept students have the greatest problem understanding, and these resources mentioned will be extremely effective to help them realize what the term means and how it works. 

 

For my World History and Human Geography courses, I intend to utilize content shared to help with my Cold War unit.  I usually have them evaluate different Cold War events and place them on a Thermometer according to how ‘hot’ or ‘cold’ each event was (NOT how ‘important’).  Now, I think I might use insight and resources about the Korean War as a model to help them understand how to evaluate the information for other Cold War events.

 

For Human Geography itself, I expect to include aspects of this course in virtually every unit in the course.  Unit 2 includes Migration, with obvious implications for refugees and push and pull factors.  Unit 3 is Culture, including Language Families, Local vs Global Culture.  This is followed by Unit 4 Political Geography, where content and knowledge from Two Koreas will figure prominently, including to help explain the concept of a ‘multi-state nation’. 

 

In truth, I am still processing so much of the course.  This was an incredibly fantastic webinar series to participate in, and probably the one that will provide the most in class use to provide context for my students. 

 

[Deborah Whetstone]

I am thoroughly enjoying this series so far!  There is so much good, usable content for the classroom!  The tie-ins for Culture in Human Geography are vast.  But I also like it for World History for showing how . . . separate . . . the two countries are, despite sharing a border and centuries of history.  For example, just the fact that she's never thought about, or imagined what North Korea would be like - they way she portrays it, it could be a country on the other side of the planet, instead of 20-ish minutes away.  To that end I was shocked at the character running through the DMZ, and how she seemed not to know anything about the mines, electrified fences, etc., as if it's possible for someone to 'just go through the DMZ to South Korea'.  

I am fascinated with the juxtaposition of showing scenes from both North and South Korea.  I watched a movie that shows this as well - Steel Rain.  Both the show and the movie show the discrepancy in foods available to both sides that is incredibly illuminating . . . South Koreans not understanding the North Korean diet, and not having access to the same types and amounts of food, especially including meat.  In CLOY, when she announces she's used to meat twice a day, and the one soldier is so incredulous of this he determines she is trying to brainwash them against North Korea.  

In short, I'm really glad this was suggested, and am eager to include it in my Lesson Plans for my students.

[Deborah Whetstone]

Great take on it!  I saw that part of Episode 2 as helpful for APHG too!  I especially appreciated the one who watches the K-dramas 'translating' between them as helpful for how the Language Families branch off into different groups.

[Deborah Whetstone]

"Surviving on $39 a Month" would be a great, short read to help students understand how quickly the Chinese economy and standard of living changed.  For both China and South Korea, I think the incredibly rapid pace of economic advancement is a concept that is hard for students to comprehend 1st) how it can happen that quickly, #2) what impact that pace has on the people and government - both positively and negatively.  

I could see having them read it, give a one-word reponse with discussion, then have half the class evaluate the pros and cons, and the other have evaluate the causes & effects, then discuss.

[Deborah Whetstone]

Hello!  My name is Debbie, and I teach at a Development & Research K-12 school, tied in with Florida State University, in Tallahassee, FL.  This upcoming year I will be teaching AP Human Geography for the 6th time, AP World History for the 4th time, and Law Studies (semester) /Comparative Political Systems / AP Comparative Government (semester) - both fot the 5th time.  

I am taking advantage of the situation this summer to take as many webinars / classes, etc., as I can (Indigenous Canada, Middle East, Latin America, Holocaust, Dharmic Traditions of India, etc)!!  This will be my 2nd seminar with the institute, and I anticipate being able to utilize the content in every class (fingers-crossed).  

[Deborah Whetstone]

You share an interesting point of view - they way you phrased it, I can see KJU responding in kind to however he is addressed.  If you belittle him, he'll belittle you, if you take a calmer tone, the same.  I wonder if HE is aware of that?  Is he doing that intentionally, or is he just responding as he intuitively would?  Does it matter?  

I'm also interested to see what happens moving forward given that the people have slightly more access to outside events, movies, music, etc., (the flash drives).  It doesn't *seem* like the regime is going anywhere, but then again we didn't really expect the Berlin Wall, and the Soviet Union to end when they did.  What I keep coming back to in my head (and again Berlin is a decent example), is IF North and South reunify, what will that country then 'look' like - which aspects of North Korea will stay, which aspects of South Korea will stay?  

[Deborah Whetstone]

That is a fantastic reference to help students understand!!  Due to movies like Hunger Games they seem to understand authoritarian regimes, but are still missing the link to help explain HOW it gets to that point.  Maybe reference the movie, then have them work in groups to come with how THEY think it might get to that point. OH!  I think I just got an idea for my Lesson Plan!!  Thank you! (and hopefully I didn't just take your idea - if so, just let me know! 🙂 )

I've struggled for years to try and help them undertsand how someone like Hitler takes over, with limited success.  I think this angle is incredibly important for students to realize!

[Deborah Whetstone]

Very well put.  In a totalitarian regime, it is so hard to move away from viewing everything via the government/leader.  But you are absolutely right that it needs to try to be done.  I 'feel in love' with Russian culture when I was younger, and because of that, people assumed I was communist, or a Soviet-sympathizer.  (My husband still calls me a secret KGB agent; me explaining that the KGB doesn't technically exist anymore doesn't help me convince him otherwise - lol)  Regardless, my point is that as much as I disliked/hated the government, I felt that much more sympathy for the people, and their culture, landscape, etc.  I hope I am able to help my students recognize that there is a difference between the people of a country, and the government.  Thank you for the reminder.

[Deborah Whetstone]

Your note about North Korea reminding you of the Soviet Union (Cuba, Eastern Europe) rang true to me as well; we know what they want us to know, by and large.  But what strikes me about that is the difference in technology between then and now.  It is 100% the same as the Sovet Union in terms of what is known, but how is it that we don't know more, given modern technology.  Before this course I would have answered that most in NK don't have access to that kind of technology, but we now see that they do in fact have at least greater access than we realized.  So again, why isn't more known (rhetorical)?  And even with that, KJU is familiar with modern technology, having attended school in Europe.  How much of what is known is being manipulated from within?  Or are we giving the regime entirely too much credit?  

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