[Gerlinde Goschi]

I enjoyed reading this article comparing the America of 1918 to China, and the description of the different technologies during this era.  We are exploring a unit in my class presently entitled "Where We are in Time and Place?"  comparing schools, transportation, and technology from today to those from a long time ago.  I am very excited, after reading this article, to directly apply to my unit right now.  I would read parts of it to my class and discuss the technology of the 1918-1920 time period.  Vending Machines?  I would ask my students to guess when they were around the first time? I would do the same with the stamp vending machine.  We would then discuss the evolution of the vending machine with the aid of pictures and images.  This would be a fun lesson to teach.

The author of the article, Xu Zhengkeng, a student at Cornell University, offers great perspectives on American attitudes and priorities.  He posits that the invention of technology such as the vending machine was motivated by the American "worship of money."  He is impressed by the cleverness of it, and the innovative ideas in America.  He concludes his article with something very telling and true.  He says: "What I most respect are your nation, are the university professors, who are able to devote their whole lives to scholarship when their salaries are the lowest of any occupation.  This is, in fact, the foundation on which your country stands and the source of its power and prosperity. "  Perhaps the salaries of university professors today may not be the lowest of any occupation, but, I feel the rest of this quote is still true today.  

 

[Gerlinde Goschi]

Military power will give us the power to negatiate treaties (if neccessary) from a position of power and leverage.  We also need to consider economic development so we can raise the standard of living for the people and enrich the people so they can improve their livelihood. Change and economic progress are inevitable. Our modernization efforts should include the building shipyards and railroads, and universities.  All these efforts should involve the government every step of the way.  These should also be our top priorities.

[Gerlinde Goschi]

We lost both Opium Wars to the superiority of Western military power (firearms) and technology. China needs to strengthen its military to contend the internal and external challenges.  Our army and navy is inadequate and in need of training.  We need to bring in Western technology to strengthen our military.  We have a disadvantage at sea as our navy is not able to defend the South China coast.  We should learn from Europe and its superiority as it is caused by its strong military.  Military academies should be established.  Our most urgent priority should be true to our slogan "Enrich the State and Strengthen the Military."

[Gerlinde Goschi]

I am part of the Self-Strengthening group. Our leader, Li Hongzhang, and his mentor Zeng Guofan, are the true organizers and forces in putting down the Taiping Rebellion, although, Westeners do not credit them with it.  I think our group should focus on modernization.  China is not part of the Industrial Revelotion, we are lagging behind Europe.  Steamers gave Westeners great advantages during the two Opium Wars.  We should focus on modenizing infrastructure and on promoting scientific breakthrough and advancements.  Our military needs some strengthening.

[Gerlinde Goschi]

Prof.  Dube stated that China's 19th Century was not only long in duration, but also long because the problems persisted for a long time.  The problelms did not go away.  The chart shared in class showing data of relative shares of world manufacturing output was enlightning to me.  It compared the top manufacturing countries in the world throughout centuries from 1750-1900.  As Prof. Dube said: "This is the one chart that explains something about China today."  It shows that in 1750, 32.8 shares of the world manufacturing output was in China.  This is a fact I don't remember learning in history class about China.  It explains China's economic power at the time and it raises the question "What happened to China's economic power?  Why did China's manufacturing output drop to 6.2 in 1900? Why was China considered the Third World in 1750 with the highest share of manufacturing output?"  The reason for this shift was industrialization not increase in population. The Qing Dynasty in China has been one of the longest. They realized that accomodation woud lead to their longevity.  So the Qing Dynasty accommodated ethnically, culturally, and politically.  This was the key to their success.  They did not challenge the existing order but tried to make changes that also accommodated the existing order.  For example, top ranks in the political system included a Manchu and a Chinese official.  They also did not take away land (except in Shanghai).  The Qing Expansion brought Taiwan under imperial control and brought more territories under their control.  When the Qing Dynasty fell in 1911, groups of anti-Qing activists cut off thier pigtails as a sign of their rebellion.  According to an economic historian, Joel Mokyr, from Northwestern University, the Industrial Revolution occured in Europe and not in China because "Europe developed a unique culture of competitive scientific advancement.  Europe developed a unique culture of competitive scientific and intellectual advancement that was unprecedented and not at allpredestined."

[Gerlinde Goschi]

I found this handout to be very helpful.  Although I have not found a book, I am able to apply in my elementary school classroom, I am slowly working my way down the list of books, reading the summaries.  This list also includes a list of movies.  I have not found any on Netflix, but I will try to find them on other streaming websites.  Thank you to Prof. Yamashita for compiling this list for teachers!  

[Gerlinde Goschi]

Unfortunately, due to an obligation at my school, I was not able to be present for the screening and discussion for the film We The Workers. I wish I could have partaken.  I read everything I could find on the internet (and the class handouts) about the film.  I also watched a brief documentary introduction, A Touch of Sin (2013), about the suicide of 13 young workers in 2010 from the Foxconn factory in Shenzhen, China.  They jumped out of the company building.  A young girl survived her suicide attempt after 12 days in a coma.  She was paralyzed below her waist when she was interviewed.  She describes her work day duration from 7:00 AM-7:40 PM.  When asked why she jumped, she described being "scolded" at work constantly to work faster, and when she asked about her wages, she was sent to an address she could not find.  Out of frustration she jumped.  The documentary continues by describing the movement of millions of workers from the country side to the cities in China.  Foxconn, a Taiwanese company, is the largest manufacturer of electronic components in the world.  US workers at a factory work 41 hour weeks and earn $23/hour.  Chinese workers, however, work 60 hours weeks and earn $2/hour.  Workers in China who work the conglomarate Apple are asked to sign a form entitled "I promise not to kill myself."

 

Although laws are in place in China to protect the worker, they are not followed by companies or enforced by authorities.  The workers are not educated, live in dormitories set up by the companies. The trailer I watched about We the Workers showed a worker informing his peers about their rights and the laws.  It is encouraging to see that this is happening.  While I think the idea of a workers union is not in the immediate future for Chinese workers, these information sessions are a great first step.  It is important that this documentary circulate throughout the world to bring awareness about the plight of the Chinese worker.

[Gerlinde Goschi]

I learned many facts about the Korean War in this article.  I did not realize that millions lost their lives during this "police action" and the magnitute of this war.  It surprised me to find out how strong the North Korean People's Army was and that it occupied "virtually all" of South Korea for about 50 days.  Although General MacArthur forced the North Koreans to push back, North Korean troops with the help of the Chinese troops occupied Seoul for a second time during the war.  It was shocking to read that during this time U.S. policymakers considered many options, among them a nuclear response, and that World War III was avoided.  I enjoyed Professor Jung-Kim's presentation about post war South Korea and the choas it was thrown into.  The professor's description of the political climate in South Korea was similar to a dictatorship. Syngman Rhee and later leaders hid their authoritarian power and dictatorship behind the facade of constitutional governance.  

In class, I would describe the two Koreas briefly to my class in a geography lesson.  I would show North and South Korea on the globe and draw a map on the board.  Then I would tell a story about a seven year old boy who lives in South Korea, but is not able to visit North Korea and vice versa.  I would give 5 facts about each country and talk briefly about the DMZ.

[Gerlinde Goschi]

A fellow teacher mentioned in her post that the influence of Neo Confucianism in contemporary  Japan and China spread to professions.  Today artists in both countries choose calligraphy as a profession.  This gave me the idea of applying these facts to lessons in one of my IB (International Baccalaureate) units.  I would talk about the profession itself and its roots during the unit entitled "How the World Works?"  This is an inquiry into the natural world and its laws: the interaction between the natural world (physical and natural) and human societies and how they work.  In my grade, we explore commerce and different professions, how money exchanges hands in societies and how different professions work.  I would introduce calligraphy (at an early elementary level).   I think my students would enjoy this form of art.  Then I would introduce Confucianism and how calligraphy relates to it.  The class would practice calligraphy and role play the profession during the conclusion of the lesson series.

[Gerlinde Goschi]

Little Soldiers: An American Boy, A Chinese School, and the Global Race to Achieve

Lenora Chu, the author of this book, shared a lot of enlightening information about the educational system in China.  I always had a personal interest in an opportunity to “peek” into a Chinese school. This presentation and discussion allowed me just that.  My first grade class consists of 26 % East Asian students. A number of them arrived into the US recently and they possess very little knowledge of the English language.  I am surprised how quickly these students learn the English and German Language (I teach at an IB/ dual language immersion school) simultaneously.  I mentioned this to Prof. Dube in a previous conversation.  He reminded me that failure is not an option in the East Asian culture.  Leonara Chu presented a parent’s and researcher’s perspective of the Chinese schools.  She answers the following questions about a Chinese education  in her book:  

What it means to the student?

What it means for the Chinese society?  

What we can learn?

I was surprised to learn that the Chinese Education System knows it needs reform, it is working on it, and it is looking to other countries including the U.S. to evaluate other teaching models.  During the Q & A, I learned from Chinese university students preparing to be teachers that although the education system is “rigid,” they had a great experience in school and they had very caring and loving teachers.  I would welcome the opportunity to learn more from these students about their own experiences and perspectives.

 

[Gerlinde Goschi]

Screening: Above the Drowning Sea

I had the privilege to attend the screening of this important historical film.  While I was aware of the escape of Jews from Nazi Europe to China, I did not realize the story behind it.  This is a very inspiring story celebrating cultural diversity, bravery, and humanity in the face of atrocity and tragedy.  Ho Feng Shan, the very cultured and bilingual Chinese Council in Vienna, defies his own government by issuing visas to Jews to go to Shangai, ultimately saving the lives of an estimated 18,000 Jews.  His heroism did not become really known until about twenty years ago.  The filmmakers explore friendships formed during the WWII period when Jewish and Chinese people lived side by side in Shangai.  I enjoyed the great discussion that followed the movie very much. Mr. Rene Balcer, the executive producer,  made a great point when he mentioned that what was so unique about the situation, was that usually when two poor people are put together in such dreary circumstances, competing for resources and survival, a story like this would not happen.  He also indicated that his intention was to tell a contemporary story (the influx of refugees two years ago into Europe) through a historical lense.  I think he did a phenomenal job and I hope the public will have access to this treasure soon.

 

 

I would bring elements addressed in this film to my classroom, particularly, the friendship between Vera and Zhou.  I would show the photographs of the two while they were little girls and neighbors in Shangai and talk about their deep connections even though they were of two cultural and religious backgrounds.  Then, I would show and talk about their reunion, and show how important and precious this was to both of them.  I would assign students to talk to their grandparents or parents at  home about their childhoods and share the stories with the class.

[Gerlinde Goschi]

I found Prof. Kurashige's historical perspective on racism against Asians in America fascinating.  The story of American Anti-Asian discrimination documented in Prof. Kurashige's book was not only interesting, but he is  the first to research it.  It shows what Asian immigrants who came to America did once they arrived.  I enjoyed learning about Chester R. Rowell, William Seward, George F. Hoar, Samuel Gompers, and Theodore Roosevelt who called for Japanese immigrants to become U.S. citizens.  He did not want to exclude them.  Although Roosevelt was an advocate for this, Japanese and Asian immigrants were not granted the right to U.S. citizenship until 1952 after WW II. According to Prof. Kurashige, Japanese were given citizenship because the U.S. was in the fight against communism and needed Japan as an ally against China.  I also gained a unique perspective about the internment of Japanese Americans.  It is ironic that while Theodore Roosevelt advocated for U.S. citizenship for Japanese immigrants, in 1942, Franklin D. Roosevelt relocated Japanese Americans to Internment Camps. While this was a dark chapter in U.S. history, Prof. Kurashige pointed out that the Japanese were treated (given the circumstances) decently and that they received daily rations of food which was a luxury during the war time for the general population.  Thank you to Prof. Kurashige's perspective and research and for showing us how prominent historical figures have reformed their attitudes and opinions about Asian American immigrants and their contributions to the U.S.

How would I implement this historical event in my classroom?  I would read a book about a little girl who was sent to an internment camp and have a discussion about what life might have been like?  Students would then write a paragraph in their journal pretending to be the little girl/boy in the camp and would describe their day.

[Gerlinde Goschi]

Thank you for the recommendation.  I will watch the film before I show it to my students.  It looks very interesting and thought provoking.  Students can definitely relate to films featuring someone their own age.  These games are huge events in communist countries.

[Gerlinde Goschi]

I found this reading very interesting, especially, because I am planning to use it in the first grade classroom.  It is a great testimonial about World War II in Japan from a young girl's perspective.  Reading about a child their own age would help my students visualize the circumstances and see the happenings through the eyes of someone who they can identify with.  I liked Prof. Yamashita's presentation as it showed many photos, a tool I could effectively use with my students.  I am planning to use this diary as a journal writing piece.  After I read a portion out loud, students will write a paragraph about Nakane Mihoko's day. Then, students will write a letter to Nakane Mihoko asking her three questions.  I would imagine questions like: "Did you miss your mom?" etc.  I would also use the pictures shown in the book's pages to start a discussion about what my students think life was like during this time in history.  Finally, I would compare Nakane's life to theirs today (IB Unit:  Where We Are in Time and Place).

[Gerlinde Goschi]

I enjoyed the article Top Ten Things to Know About Korea by Edward Shultz. I was surprised to find out fact three, that "Korea produced the oldest extant example of wood-block printing, the Dharani sutra."   I attended a German elementary school in Eastern Europe and vividly remember learning that the printing press was invented by Johannnes Gutenberg and wood block printing was invented by the Chinese. It would be very interesting to see the oldest wood block.  I would love to show it to my class during our IB unit "Things from Long Ago and Today.  Where we are in Time and Place."  I was not surprised to learn  fact one, that Seoul has a population exceeding 20 million people making it the third largest metropolitan area in the world.  I had the privilege to visit this great city in 1994.  I remember thinking how crowded it was.  Walking through the city, I noticed the large population density right away, although back then Seoul's population was only 10.8 million people.   

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