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Jennifer MacchiarellaAccording to Analects 16, a person serving his father may gently remonstrate him, but if that doesn't work, he should "resume his attitude of deference." The Confucianist should try to correct his father's behavior, but if it doesn't work, give up. He should, however, continue to act correctly himself so as to serve as an example, "As a model to the world."
Jennifer MacchiarellaAs I think about your student and his manner of dress, I think a good class discussion would be about the underlying assumptions of what we expect a government to do, and what we assume the roles of citizens are. I teach world history so this could be a basis of comparison for different nations. We already discuss different types of government and economic systemts, but we don't spend a lot of time on why people support those systems. We touch on this concept when we study post WWI Germany and how many people wanted a strong, authoritarian leader. The idea what people wouldn't always and instantly prefer democracy is difficult for my students to grasp. The activity we willl do in class may serve as a model for considering different modes of thought behind styles of government.
Jennifer MacchiarellaThe description of an ordinary household included details of the sale of a slave. The introduction said that slaves had lower legal standing. What rights, if any, did slaves have at this time? Were they considered property? were they considered human? Would a female slave be raped and would her children become slaves themselves?The contract says she will be their slave generation after generation, but does that refer to the family or to her lineage? or both? Did one become a slave by being sold by a father or husband? or by capture? Was it associated with any particular ethnic group? Does anyone have any good ideas for discussing slavery throughout history? Our current world history curriculum is 1450.
Jennifer MacchiarellaIn reading the iron and salt debate, I kept waiting for the "learned men" to provide specific examples to support their arguments. I was especially surprised by the assertion that "the king who practices benevolent government has no enemies anywhere." Has this ever worked? It reminded me of the unfortunate optimism of Neville Chamberlain declaring "Peace for our time." They also declare agriculture to be superior to trade and industry, which also seems rather short-sighted. When asked about iron production and agricultural tools they don't have an answer. In 10th grade world history we often look at cultural attitudes towards different activities, and the role of government in maintaining or protecting an economy. I think the attitudes expressed in this article would contrast well with British support of industrialization in the 1700s.
Jennifer MacchiarellaI was intrigued by the description of Hangzhou. With few changes it could be a travel guide to any major city in the world, with its descriptions of restaurants, sports, theater, wine bars, boats, female company, etc. The attention to detail was impressive - which restaurants were cheap, which type were better suited to entertaining, how to avoid being cheated at a wine bar, and how much female companionship will add to you bill. I also thought about the word "exotic" when applied to food and plants, and how that term would mean something very different to someone from his time and place than a travel writer writing about New York in the 21st century. I think my students would find it interesting how many aspects of cities haven't changed. I noticed there was a mention of crowds, but not of traffic. I assume most city dwellers traveled by foot, but I wondered if they had anything resembling traffic.
Jennifer MacchiarellaReading about the disputes over water coming from the Himalayas reminded me of similar disputes over water here in Washington. While the articles discussed water as necessary for agriculture, and attempts to reduce consumption, here the issues often focus on dams and hydroelectric power. As the US moves to more renewable energy sources, the compromises of the past have to be addressed. Taking down dams can increase the salmon population, but reduce electric output. As a class, we often examine competition for resources as a cauuse of conflict, and even war. I plan to incorporate the issues surrounding water disputes into our 20th century unit.
State governments and Native American groups are often at odds about the best course of action.
Here is an article from our local paper about the dams. https://www.seattletimes.com/seattle-news/environment/salmon-people-a-tribes-decades-long-fight-to-take-down-the-lower-snake-river-dams-and-restore-a-way-of-life/
Jennifer MacchiarellaI found the articles about shifts in population and the need for women to enter the workforce interesting. My students read a short essay called "My Mother Never Worked" about how home labor such as child-rearing, cooking, and cleaning isn't valued. As Covid changes our home/work structures, my students have noticed how much of the additional labor of at-home school and increased meal preparation has fallen to their mothers, even when both parents hold outside jobs. It's not universal, but common enought that my students were surprised. Although Japan is trying to entice mothers to return to the workforce through daycare opportunties, it seems the larger issue is a patriarchial workplace that favors long hours in the office. If men aren't willing to demand better work/life balance, the problem of population decline will be difficult to solve.
Jennifer MacchiarellaGood morning! My name is Jennifer Macchiarella. I teach a 10th grade world history/ world literature block at a public high school in Washington. We divide world history between 9th and 10th geographically, and 10th will have China and Japan for the first time next year. I'm excited to learn about the regions history, culture, and hopefully get some ideas for the literature side of my class as well. We are virtual this year, but I am hopeful to be back in the classroom next year.
