[Linda Gonzales Diaz]

Hello Everyone,

I am a 6th grade teacher in the valley with LAUSD. I teach ancient civilizations at Vista Middle School. I am excited to learn about Korea and pass it on to my students, I also look forward to working with all of you as well.

[Linda Gonzales Diaz]

Hi Amy, this sounds like a really intersting film.  I think I will check it out. I agree with you that much has advanced for women in some places and in some ways. However, much more does need to change. I think this is a theme we see around the globe. We see it here in the U.S., even as 'advanced' as we like to think of ourselves. Women are still making less than men, women are still picking up more than half of the housework and child rearing chores. Women usually bear 90% of the mental load of the home that includes appointments, the eternal question, "what's for dinner", who needs clean laundry, etc.

[Linda Gonzales Diaz]

I like this idea Dan! It's taking a concept they think they are already familiar with and stretching it in multiple directions with different perspectives and accounts.  It will definitely challenge students' schema of what they think they already knew.  This creates many areas for students to discuss and explore and argue about.

[Linda Gonzales Diaz]

I always use these lessons at the beginning of the year as class building exercises where we get to know each other a little better. The students get to examine evidence from differing perspectives and make their own opinions on what actually happened in the lunchroom. This mirrors what they will be doing throughout the year with other sources and multiple perspectives. I love these lessons as a precursor  for future history learning and explorations.

[Linda Gonzales Diaz]

Hollywood has an enormous effect on our perceptions of our own society as well as that of others. This is no different with our perception of samurai. The movies we see usually portray samurai as the highly respected and feared group of warriors that defended the land of Japan. This group is reflective of the 16th century samurais that were present in Japan as opposed to those of early medieval period.  The early samurai had limited success in stabilizing government and order. Japan was in constant war.  Later samurai learned from previous failed governments and the centuries of medieval disorder present at the time. They were able to establish order in early modern Japan.  I think this is the group that Hollywood always focuses on. This is what we always see in movies.

[Linda Gonzales Diaz]

I remember being super excited about this movie when it first was released in theaters. My daughter and I watched it and loved it. 

I love the idea of using such an entertaining movie to teach students. I think this would be most suited to high school students, probably upperclassmen even. My 6th graders would be too busy oohing at the kissing scenes and ogling the girls in bikinis to even pay attention to the story. They would probably also be wildly distracted by the enormous amount of wealth displayed throughout the movie. 

Nonetheless, the questions you pose to accompany this film are thought provoking. Students will be engaged in critical thinking and dialogues with both the teacher and classmates. These questions are sure to lead to other questions creating an ever expanding information web for them to explore. Great choice in film and in questioning.

[Linda Gonzales Diaz]

Hi Ricardo, I was so intrigued by our last seminar discussion about Marco Polo. There is so much mystery and debate surrounding his travels that it seems logical that Netflix would jump on that! The amount of controversy and doubt cast on Marco Polo's travels, discoveries and accomplishment is a perfect backdrop for a historical drama. I have yet to watch it, but your review leads me to believe it is a pretty accurate description of the period and his adventures.  That last seminar left me really interested and inspired to learn more about Marco Polo. What an interesting way to get some history in all while being entertained. I think this will be the Netflix series I will binge on next. Thanks for the review and recommendation.

[Linda Gonzales Diaz]

Attending the USC seminar has been a great experience for me and a privilege as well. As a former USC graduate, it was great to have a reason to revisit my alma mater. During this course, so many more doors to knowledge were opened for me about Asia. The main reason I took this course is because history has never been my strong suit, and I felt that diving deeper into a history course would help me become a stronger teacher. Usually, when it comes to history, (6th grade Ancient Civilizations) I follow the teacher's edition and go from there. However this course showed me the very many different ways I can take a concept using a variety of materials, primary documents, multiple perspectives. This allows for students to attain a more well-rounded understanding of the culture/civilization they are learning about. 

One of the sessions I enjoyed the most was the earlier in the seminar. It was about the 4 Chinese philosophies. Up until that point, I believed there were only 3 Chinese Philosophies: Confucianism, Taosim and Legalism. I really enjoyed solving an ethical dilemma by applying one of the philosophies and observing to solutions posed by the other philosophies as well. It was a truly  interactive and engaging way to learn about these 4 philosophies. I have actually begun using this in my own classroom and I think it will be an activity that I will continue to use every year from now on.

The reason for learning about history at all is to connect it to our present and future. It is important to solidly answer the "So What?" question that so often accompanies history lessons.  Students often fail to see the recurring themes and patterns that repeat themselves throughout time and accross cultures. As educators it is our duty to lead them to see those themes and make those connections.  I feel this course helped me do just that and in turn is making me a better educator.

Thank you Dr. Clay Dube, thank you USC, I look forward to attending more seminars in the future.

[Linda Gonzales Diaz]

This is a great museum to visit individually and as an educational field trip with students. You are right Dan, the internment camp is still very relevant today. It also shows students that no country is immune to repeating  the sins of other governments. The US stripped Japanese American citizens and immigrants of their freedom, possessions, wealth and held them prisoners without due process all while condemning the actions of the german government.  Just a few steps further and the US could have been committing similar atrocities. Many would argue that the events happening in our country these past couple of years are also following a similar path. Thousands of people are being held prisoners under our government's immigration laws. It is important for students to recognize the similarities in these actions so that they are aware of what happened in our world long ago and compare it to what is happening now.

[Linda Gonzales Diaz]

I found this article interesting because I connected to it in some level. The Manchu language is slowly fading due to the majority of the people being Han. Unfortunately, the ethnic minority is looked down on and people do not see the fading of the language as a loss. Yet there are still those few who want to save it and keep their roots alive to pass on to future generations. 

Although in no way is the language of Spanish in danger of fading anytime soon, I noticed a decline of bilingualism in many Latin American families, especially second generation familes. I am first generation Latina-American. My first language was Spanish and I didn't learn English until Kindergarten. I always spoke Spanish in my home and English at school, so I became fluent in both languages. However, I started noticing that other kids my age were not speaking Spanish even at home. I noticed that it became even more prevalent in the second generation. My husband for example, spoke Spanish to his grandmother, then stopped when he got to school. His parents never encouraged it. In fact, many parents of the previous generation who grew up here, taught their children not to speak Spanish because others would look down on them. That is generally no longer the case, but I think that helps explain why there are so many Latino families that have lost their Spanish. Nowadays, there are many movements to embrace bilingualism and encourage the development of a second language. According to Dr. Hector A. Limon of the University of Iowa, "In the United States, Spanish exists in a subordinate position to English. As a result, ethnic groups‘ relationship to their language has become paradoxical: Language remains a source of ethnic pride and solidarity, while also a source of stigma" (Garcia Bedolla, 2003; Milroy, 1982). 

 "Consequently, ―persons who speak the socially disfavored varieties [of language] frequently appear to become alienated from their own variety of language and to judge it as, for example, inferior, sloppy, ugly, illogical or incomprehensible‖ (Milroy, 1982, p. 209). Gonzales, (2000) provided an additional example of the social stigma that exists towards Spanish language in the United States, explaining that Latino/a communities have been forced to adopt English as quickly as possible through Americanization programs, such as English immersion programs, ensuring Latino/a youth are English dominant" (Limon, 2011). I have students who are new to the US and speak a Guatemalan dialect known as 'Ixil', as the population of this group slowly grows this year, the more accepted they have become by the other students who speak mainstream Spanish.

I suspect that something similar may have occured and may still be occuring to the Manchu people. The majority shames the minority for expressing their differences, their ethnicity. That is always a tricky subject when different cultures are merging, just my thoughts.

[Linda Gonzales Diaz]

Zhu Yuanzhang was upset that so many of those in power under his rule were taking advantage of thier positions to make themselves rich, to incriminate the innocent and free the guilty. He believed being honest and righteous would bring glory and honor not only to those in power but to all of China, and by extension, to himself as the emperor.

Nonetheless, he was conflicted and confused in his reign. I think he felt his rules, laws and expectations were made very clear, yet his prefects continued to disobey him and break the law. In his proclomation he stated, "In the morning I punish a few, by evening others commmit the same crime...although the corpses of the first have not been removed, already others follow in their path. The harsher the punishment the more the violations."

Personally, I think he was deeply offended that the same people he enlisted to uhold his laws were the ones committing most of the crimes. He took this personally because he was once a commoner himself and so he felt he was failing the people he meant to protect and unwillingly becoming the same type of ruler as he had witnessed growing up. I believe this why he fluctuated between both extremes as a ruler: Just and Tyrant. He goes on to admit, he finds being a ruler is difficult. "If I punish these persons, I am regarded asa tyrant. If  I am lenent, the law becomes ineffective...and people deem me an incapable ruler." He goes on to say, "People will be able to discern the truth from records and memorials. He was a proud man and wanted to leave behind a proud legacy.

[Linda Gonzales Diaz]

I visited the Pacific Asia Museum in Pasadena on Thursday, April 25. I had never visited before. I attended a Teacher workshop on integrating art into my lessons and curriculum, specifically Pacific Asian art. After a very welcoming sign in complete with snacks and a moment to get to know other educators. First we toured the gallery where we explored past and present Kabuki works of art by various artists including Toshusai Sharaku but most of the artwork was by Tsuruya Kōkei. 

We were asked to study the art, analyze it then compare and contrast it to the other artworks we had seen in the same gallery. I noticed that some characters were painted more than once and in each rendition, the character differed drastically from the earlier art.  For example, Kōkei's earlier rendition of Nakamura Kichiemon II as the footman Unpei in "Michiyuki Tabiji no Yomeiri" from "Kanadehon Chūshingura" (1991) changes quite drastically when compared to his painting of Nakamura Kichiemon II as Togashi Saemon from "Kanjincho" (1993). In just 2 years, the same character goes from looking very cartoonish and almost comical to very serious and much more life-like.

Tsuruya Kōkei is a contemporary artist living in Japan and using multiple media for his artwork. His collection also included several self portraits and the same trend was visible. His style in one artpiece differed greatly not only in style but in the media he chose for the art piece. He really is a talented artist and I enjoyed viewing his collection.

After the tour of the gallery, we walked through the courtyard which had a beautiful koi pond right in the middle of the floor and is surrounded by concrete benches and other bronze accents. We were led upstairs to a room that appeared to be designed for theatre or choir. There we were provided with copies of lesson plans and an opportunity to create our very own paper Kabuki mask. I created a very colorful kabuki mask and I was very proud of it. 

In addition to the lesson plan and the fun activity that I can take back to my 6th graders, we also received a copy of a Kabuki Play by Namiki Gohei. It is a very long and complicated play, so as a teacher I would adapt it to smaller bite sized pieces for my students to be able to understand and remember in order to perform effectively. 

I had such a wonderful experience at the museum that I signed up for their newsletter and emails. The docent informed me that I can bring my students on field trips here.  They even offer free transportation to Title 1 schools!  It is a really beautiful place where much learning and admiration and love for art can happen. I look forward to attending again with my students. in the fall.

[Linda Gonzales Diaz]

I love using books as mentor texts when introducing new ideas or concepts! I don't usually toot my own horn, but I am an excellent storybook reader! It is one of my favorite things to do. I thought, when I started teaching 6th grade that kids would be too grown for stories and wouldn't want to hear them. Boy, was I so wrong! They love hearing stories and love being read to, but especially love storybooks with colorful illustrations and witty text. Its a great engagement strategy as well to get them ready for the content to come.  

[Linda Gonzales Diaz]

This is an amazing idea for engaging students in a DOK level 4 activity. After engaging their critical thinking skills, they will take ownership in thier own design and want to share it and play with others. In addition, they will learn the content in a fun way.  This is a great idea! Thanks, Kim!

[Linda Gonzales Diaz]

I was somewhat familiar with Marco Polo and I knew he was a part of history but mostly I was familiar with the game! After reading the texts and listening to the lecture about his adventures, I have become very intrigued by his journey. I am even more fascinated by the allegations that he never went to China at all. I would love to create a debate between two groups in my class where each takes a position and pairs up with another position. This is a great research project for students to investigate and then debate about.  Great idea Stephanie, thanks!

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