[Dennis O'Connell]

I am so interested to incorporate the use of these two books into my third grade classroom.  I am still trying to come up with the best ways to do this, but I envision a lively discussion among my students about what it would mean if you were forced to change your name to some new foreign name.  I want to include photos of the Olympics involving the Korean Sohn Kee Chung who was wearing the Japanese uniform and was referred to as Kitei Son (his forced Japanese name).  How would you feel if you were forced to change your name?  What could you do to resist?  Would you, like the characters in Lost Names, try to find some foreign name that at least incorporated some significant meaning from your birth name?  Would you still compete in the Olympics if you were forced to wear an enemy's uniform?  Even though the Japanese were taking credit internationally for the Olympic victory, how did winning the Olympic gold medal bring pride to Koreans who were under Japanese occupation?

[Dennis O'Connell]

I enjoyed hearing Jennifer Jung-Kim and benefitting from her knowledge of the Korean peninsula.  It was facinating to hear how Korea was not split in two until much more recent times.  From the Koryo Kingdom (918-1392) through the Choson Kingdom (1392-1910) Korea had a hierarchical society (Royal family, Yangban - scholar officials, Chungin - middle people, Commoners - peasants + artisans + merchants, Lowborns, and Slaves). 

As others have mentioned in this discussion already, it was interesting to see the influence of Christianity on the peninsula.  As Jennifer Jung-Kim spoke about the General Sherman, an American vessel that made its way to Pyongyang only to be attacked and destroyed by the Koreans, I was reminded of a video produced by Voice of the Martyrs about a Welsh Protestant missionary by the name of Robert Jermain Thomas who was also on that ill-fated voyage. 

Returning to the idea of a unified Korea, it is understandable that with such a long history of only ONE Korea, that many on both sides of the current North/South divide yearn for some form of reunification.  

[Dennis O'Connell]

The synopsis by this Anonymous source is for the most part accurate.  I appreciated the movie being in black and white to give it an "authentic feel" like it was filmed closer to the post-1945 events in Japan.  I also appreciated the rural setting (many of the scenes could be used in a classroom to contrast with the city images we usually associate with Japanese cities).  The Anonymous writer above says there is no nudity.  This is not completely correct.  There is one scene (a dramatic one in which the protagonist finds her hair falling out) where there is frontal nudity.  The other scenes of woman bathing (once in a tub and once or twice in a river/lake) are tastefully done.  

In my third grade classroom each year, we read the book Sadako and the Thousand Paper Cranes.  This movie complements that book well in that students can understand that the devastating effects of war are felt long after the war is over.  In the movie, there are characters who suffer from the actual bombing itself, from the "flash" of the bomb and subsequent illnesses, and from the black rain which falls as a result of the bombing and who come down with ailments many years later.  There is even a character who served in the Japanese military who has some form of Post Traumatic Stress Disorder.  This is a good movie for showing that innocent people are often the victims of war.  

That being said, I had the same feeling during the latter part of this movie that I had when I visited the Hiroshima Peace Memorial in 1993.  In both the movie and the museum/memorial one is meant to feel that the Japanese were somehow innocent bystanders to World War II.  There is no mention of Pearl Harbor and dragging the USA reluctantly into the war.  There is no mention of kamikaze pilots (suicide bombers).  There is no mention of how the Japanese treated prisoners of war.  There is no mention of Nanking, China and atrocities perpetrated by the Japanese on innocent civilians.  There is no mention of how hard it was for the US led troops to capture the small island of Iwo Jima (meaning that attempts to subdue mainland Japan would be costly and lengthy).  While I despise war and killing on any level, I find it a bit unfair to somehow place a lot of guilt at the feet of Truman and the USA when the decision to drop the bombs was made.  I believe the dropping of the bombs ended the war many years before it would have ended had they not been dropped.  I believe the USA gave the Japanese many opportunities to surrender and warned of the consequences.  I sympathize with innocent people who die and suffer in wars, but let us not blame the enders of a war and try to make them feel guilty.  Perhaps there should have been thought before starting a war in the first place.

[Dennis O'Connell]

Students in third grade become familiar with King George III when they study the writing of the Declaration of Independence.  Using this letter from Qianlong may help students understand several aspects of global politics at that time.  Firstly, it would be important for students to understand that the American colonies were not the only problem on the plate of King George III.  England sought to be a global power and had issues to deal with all over the globe, not just in the New World.  Secondly, students might be guided to understand how China felt in many ways superior to England.  The following language in the letter could lead to further discussions (you demonstrate "respectful humility", "Our Celestial dynasty", you are too uncivilized "to acquire the rudiments of our civilization", "perpetual submission to our Throne", "nor do I overlook your excusable ignorance", your envoy "may be lacking in lucidity", etc.).  Thirdly, several discussions could focus on the following questions: Is it ok to have pride in one's nation?  Are we as a nation "better" than those of other nations?  Do people in other nations feel they are "better" than us?  So these are not simply yes or no questions, they should be followed up with Why or Why not?  

[Dennis O'Connell]

During Session Two, I appreciated being reminded about the longevity of the Qing Dynasty (268 years - from 1644 to 1912) and the keys to that longevity.  The Qing Dynasty made many accommodations in the ethnic, cultural, political, and economic arenas.  They were able to expand into Taiwan, parts of Russia, Mongolia, Xinjiang, Tibet, and parts of the Northwest.  This expansion and accommodation came at a price, however.  There was a loss of "distinctiveness" and what it meant to be "Chinese".  Additionally, it became more and more difficult to mobilize resources across such great distances.  I would be interested to compare and contrast this to the situation of United States expansion.  Was there a loss of "distinctiveness" about what it meant to be "American"?  What were the challenges for mobilizing resources across the USA?  How has the USA met these challenges and how is this similar or different from the ways China has sought to meet these challenges?  

[Dennis O'Connell]

I was intrigued by several things in this article in The Economist (June 15, 2019).  Firstly, is the sheer number of Chinese students who are enrolled in American colleges and universities.  According to the article, approximately 333,000 students are currently attending classes in the USA.  Secondly, I did not realize that there was a "negative" perception by some for those who choose to study in the US.  I knew that on the positive side, many view studying in the US as a good career move and the chance to study cutting edge subjects.  I did not consider, however, those who view those studying in the US as taking the "soft option" due to their families being well-to-do or that it may be considered a "cop-out" for those students intimidated by the Chinese university entrance examinations (gaokao).  On a more positive note, in my opinion, is how the American education system encourages students to appreciate the other side or sides of an argument.  While Chinese education emphasizes one correct answer, American education helps students "think outside the box" and understand opposing views.  While one may not end up agreeing with an opposing view, one would at least gain some empathy for how the other side is thinking.  I am guessing we will all get some practice in this "American-style debate" during our next sessions and our debate about How to Save China!

[Dennis O'Connell]

As an elementary school teacher, I am always trying to find ways to adapt what I am learning to a classroom of 7 and 8 year olds.  During Session One, I found several ways to bring the geographical information into my classroom.  Showing students a map of East Asia and identifying where the different nations are in relation to each other and in relation to California is extremely helpful.  I liked the idea of superimposing the maps of various nations on that of the United States to talk about the differences in size of the natiions as well as the climate changes as one moves from north to south.  The exercise we did counting the border countries of China could also be adapted to an elementary school classroom.  A discussion could be had regarding the difficulties that arise when you have more and more neighbors.  I look forward to future sessions and how I can bring East Asia alive for my students.

[Dennis O'Connell]

Hello everyone!  I participated in the Spring 2019 sessions at USC and felt that both I, as a teacher, and the students of my classroom benefited from the program.  I enjoyed learning about East Asian history before 1800, so I am looking forward even more to learning about East Asia post 1800.    I love traveling (having visited 143 countries so far), and feel it is so important to learn about other parts of the world.  Next summer I plan to travel extensively in China (entering by land from Kyrgyzstan) before visiting Mongolia and South Korea.  I look forward to seeing how this course not only prepares me to understand what I will be seeing and experiencing on that summer trip, but more importantly will provide me insights into how I can bring East Asia into my classroom in a more impactful way.

[Dennis O'Connell]

Thank you for making me aware of these websites.  As you indicate, the information is accessible and does not shy away from the controversial accusations that Marco Polo may not have traveled as extensively as he claimed.  Just reading the website information made me hope that Marco Polo was telling the truth.  Can you imagine?  Being so intimately involved in the administrations of Kublai Khan?  Can you imagine being granted authority to travel throughout Myanmar, Tibet, and India on behalf of this great leader?  The attached video clip, produced by Biography, seems appropriate for classroom use and provides vivid images to which to attach other knowledge gleaned from books and articles.  

[Dennis O'Connell]

Firstly, a huge thanks goes out to all who made the USC-China Institute a reality!  The sponsors, Dr. Dube, our guest speakers, and the behind-the-scenes administrative staff who keep things running smoothly deserve every accolade we can give them! 

In addition to being a full-time teacher, I was also enrolled in graduate school this semester.  I knew it would be a challenge to keep up with the readings and assignments for the USC-China Institute, but I also knew that the subject material was engaging enough and important enough to make the effort.  Being a part of this Spring’s Institute was not disappointing!  I put so much effort into the Institute, but I feel I got so much more back! 

The readers and guest speakers brought Asian history to life in a meaningful way.  They challenged me to think about how history is written and taught.  They helped me realize that I should provide my students with multiple perspectives regarding history and that it is ok to struggle to make sense of it all.  Although I teach elementary students, I appreciated the opportunity to deal with Asian history from an adult perspective first and then figure out how I could make some of it relevant in my elementary school classroom.  Throughout the seminar, I kept track of websites and articles which could be adapted to my classroom.  Of particular interest to me was the writing of a Korean Soji.  I had seen Japanese Haiku used in classrooms, but I had never even heard about a Soji.  This made me question what type of poetry from China might also be included in lessons.  Through this Institute, from my own research online, and in the forums provided us I was able to find enough background for me to feel comfortable teaching a small unit on Asian poetry with a focus on Japan, Korea, and China (using the Jueju form of poetry).  Students had fun with the novelty of playing with syllables to make meaningful and nature poems.  They take pride in being a writer of something as interesting as Asian poetry. 

Again, I want to thank the USC-China Institute.  Thank you for the knowledge I was given as an educator and thank you for the ideas I will be able to pass on to future students in my elementary school classroom.

[Dennis O'Connell]

Ever since reading this piece I have dreamed of what it must be like to find some idyllic paradise.  In the case of this fisherman, by following the blossoms and fragrance of beautiful peach trees, he was able to find a cave which led to a valley of much agricultural production.  He saw fields and gardens, bamboo and mulberry groves, and neatly constructed houses.  Paradise included work, as people in colorful clothing worked the fields.  He felt a sense of peace and a lack of fear.  He also had hundreds of questions, but also the anticipation of having them answered through rich conversations.  

While the USC-China Institute is not exactly a paradise, it does share the characteristics of being a place of people working for a purpose.  There is an air of trying new things and risk taking as educators learn new information and wrestle with how to incorporate it into their classrooms.  There are rich conversations and lectures, all providing an anticipation that inquiring minds can find answers to their inquiries.  If one pauses briefly during the sessions, and concentrates the senses intently, there might even be the slight hint of the fragrance of peach blossoms!

[Dennis O'Connell]

While modern Japanese society today is "highly homogenous when compared with most modern states" (p. 140), Amino Yoshihiko argues that this belies a complex and complicated history which was far from homogenous.  Coinciding with what we learned in several of our sessions, the history of Japan is not one of a homogenous race of peoples.  There were conflicts between people groups and attempts at conquering geographically and culturally different peoples, sometimes successfully but often unsuccessfully.  Amino Yoshihiko's article examines some of the complexities and differing views (is it Hinomoto or Yamato?  is it Nihon or Nippon?).  The article also warns that if you stick to the "high school textbook view of Japan" that you will totally overlook peoples like the Ainu, Kinai, Tohoku, and Hayato.  One must also consider the development of the Ryukyu kingdom in the Okinawan islands as an example of nonconformity to the homogenous image.  The article makes the strong claim that if one sticks to the "common sense" traditional view that Japan is homogenous, that one is buying into a "fantasy based to a considerable degree on distortions" (p. 133).

As an educator, this leads me to being cautious about teaching straight from a book as a sole authority.  Even on page 132 of the article, Amino Yoshihiko admits to having relied too heavily on his textbooks in his early teaching career.  Providing students with differing perspectives and alternative sources seems like a good way to keep both instructor and student honest in their constructing or deconstructing of knowledge, especially as it relates to history.  

[Dennis O'Connell]

I am currently a graduate student pursuing a Masters in Linguistics and Ancient Languages.  Being new to this field, I am learning new and facinating things all the time.  For one, it surprises me that there are thousands of oral languages in the world which have never been written down.  It is one of my dreams to go into one of these cultural areas, spend time listening to the language, record it using the International Phonetic Alphabet, and perhaps design a script for the language.  Getting a language into writing allows the transmission of so much cultural heritage which would otherwise be lost over time.  

With this background knowledge, I was intrigued to read the article "The Manchu Language is Nearly Extinct".  According to this article, the Manchus ruled China and utilized their own language for all official business during the Qing Dynasty.  This language has a phonetic script which is radically different from languages like Mandarin Chinese.  Yet, despite the heights of power to which this language ascended, it to is on the verge of extinction.  Currently, only about one hundred people can even read the classical Manchu language fluently.  Should this language be allowed to die out? Are there reasons to keep the language "alive"?  Unlike the oral languages to which I referred above, Manchu has lots of documents written in the language, but never translated into other languages.  What family histories could these documents contain?  What knowledge about traditional medicines could be lost if readers of Manchu are allowed to pass away before they have translated these documents?  What other cultural knowledge is lost when a language dies out?  

As a budding linguist, I do not have easy answers to these questions, but I do know that the answers to these questions as they relate to Manchu will have even greater implications for oral languages which exist today.  If a powerful language like Manchu, which already has a written script and rich documental archives in existence is allowed to fade away, what hope do people groups in other parts of the world with dwindling populations have that their languages will be allowed to survive?  

[Dennis O'Connell]

The article about Shang dynasty oracle bones reminded me of a book by the title "Oracle Bones" by Peter Hessler.  I highly recommend his first book, "River Town: Two Years on the Yangtze", which chronicles his time as a Peace Corps volunteer teaching English in China and how he saw the people getting ready for the Three Gorges Dam and how it would dramatically affect their lives.  His second book, "Oracle Bones", shuttles between ancient history and modern changes in China and is a good read!  I just found out he completed the trilogy with a third book, "Country Driving".  Having not read it, I can't comment, but I have just ordered it so I can read it!  

[Dennis O'Connell]

The War of the Arrows involves a brother who has been sworn by his soon-to-die father to protect his sister.  His first job to protect her is to flee from the scene where his father has been killed, despite the wailings of his sister who wants to go back.  The rest of the movie is set when they are older and the sister is ready to wed.  During the wedding ceremony, however, Manchu raiders come and take the sister prisoner.  The brother, who sees the raiders coming from a hilltop, rushes back.  He pursues the raiding party.  Back and forth the fighting goes, with arrows being the primary weapons.  The movie ends climatically with the three main characters in the same field, facing off.  Difficult choices have to be made based on how confident the men feel in their arrow shooting abilities and the craftmanship of the arrows themselves.  

Besides the fidelity of a brother to his sister, I am having difficulties coming up with any ways I could use clips from this movie in my elementary school classroom.  For older (high school students), I could see a study of this historical period in Asia being enhanced by the period dress and arrow markmanship, but for younger students the content is too gory.  

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