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Maria CardenasYes, I believe they all feel pride in their country. They do seem to be targeting families and kind of representing we are all in this together. Like everybody has a job in the party, regardless of gender, age, wealth, etc. I was going to describe this image too, it caught my attention because they all look happy. Even the girl that is holding like a water bucket.
This reminds me of the red scarves children wear in North Korea. I saw the image in one of Professor Jung's Korea presentation.
Here is an article that shows images of North Korean children with the red scarves. The article goes on to state that young children are indoctine into the party.
Maria CardenasIn the article, “Prince under pressure: this teen is second in line to Japan’s throne” it says, “Japan only allows males to ascend the ancient Chrysanthemum Throne and changes to the succession law are an anathema to conservatives backing Prime Minister Shinzo Abe.” Emperor Naruhito only has a daughter and she is not next in line for the throne. Can the succession rule have an effect as to how women are seen in Japanese society?
Maria CardenasIn the article, “Career Women in Japan Find a Blocked Path,” by Martin Fackler, the percentage of women who work in management positions in Japan is 10.1% in 2005, while in the United States it is 42.5%. Women also stop working because of the demanding work hours and if they are mothers they won’t be able to work the demanding hours. Companies are able to discriminate because they aren’t being punished. Some companies have done small changes to hire more women in management positions. In the article it says, “Birthrates here are declining because of a lack of equality for women,” said Ms. Inoguchi.” I find it interesting that this document also says that countries with greater workplace participation have higher fertility rates. How is one thing connected to the other?
Maria CardenasIn the article “Womenomics’ in Japan: In Brief” it states, “Confronted with decades of economic stagnation, strict immigration controls, and a rapidly aging population, Japanese Prime Minister Shinzo Abe has launched an ambitious plan—widely known as “Abenomics”—to restart Japan’s economy.” The Japanese Prime Minister wants change to happen in the workforce so that it can help boost the productivity. Japan is behind other countries in gender equality like in the workforce. The number of women being represented in government positions is very small.
The article says that a greater participation of women in the workforce could increase fertility rates in Japan. But where is the connection there. The article also stated how Japanese women are marrying at an older age, or they are deciding not to marry. Women may decide not to marry because of all of the responsibilities they would have as a housewife. Some women are not working because they do not have anybody to take care of their children. The article stated how there are families that are in waiting list for childcare. Why has the Japanese government not made things possible for more women to join the workforce? or. Why hasn't the government made it possible for women to compete against men for management positions?
Maria CardenasThe video had a lot of details about Women’s role in Japanese society. The role of women changed from the “3 Confucian- Subordinations for Women” all the way to how women gained their independence in 1947 after World War II. Japan also went through women’s movements that wanted change to happen. For example, the 3 strands of Women’s Movements in Japan were: feminism, motherhood protection, and social feminism. The Americans wrote Japan’s Constitution, and the video stated that the Constitution hasn’t been changed.
A good lesson can be to compare and contrast the United States Constitution to the Japanese Constitution. An article to focus on in the Japanese Constitution is Article 24 because it writes equal rights into the Constitution. In comparison to the American constitution that doesn’t state anything about gender equality. Some questions to ask can be: Why did the Japanese Constitution include something about equality when the American constitution doesn’t?, How do you think Japan felt about Americans writing their Constitution?, or Why did the Americans involve in writing the Japanese Constitution felt the need to include an Article about equality between the sexes? Why do you think Japan hasn’t been successful in changing the current Constitution?
Maria CardenasI have found learning about Korea over this summer very interesting. Korea went through a lot from Japanese colonization, to gaining their independence after WWII, divison between North (USSR) and South (U.S.), The Korean War, and the war ending in a stalemate. I have learned about south korean culture from k-dramas, k-pop, and korean food. I have gone to South Korea twice; once to study there over the summer and the second time in the winter. North Korea, I didn't know much besides what I saw in T.V. Then I learned more from the usc seminars I have taken.
The "North Korean Nuclear Negotiations, 1985-2019" grabbed my attention because it shows you the sequence of events and it includes images. The event has an image, date, and brief description, which I don't think it is too much for students to read. The pdf file does have 34 pages, which means I will place students into groups of 4 or 5. Each group will be given about 4 or 5 pages to analyze and discuss. Students will first state what event they were assigned, when did it happen, what do they see in the image. Then they will discuss the importance of the event in North Korean status in the world or importance of the event in North Korean history.
Maria CardenasI am including a Wood Block prints illustrating women. This was found in the Worcester Art Museum. It shows five wood block prints images that demonstrate women. The main one has three women who are wearing kimono which I was able to include below. In order to see more wood blocks prints illustrating women you need to go to the website. The website includes a description "The Kimono in Print: 300 Years of Japanese Design is the first show devoted to examining the kimono as a major source of inspiration and experimentation in Japanese print culture, from the Edo period (1603-1868) to the Meiji period (1868-1912)."
Maria CardenasProfessor Steven Willis video about Japan or Edo was interesting. The fact that Japan had so many fires is incredible. The reading, “Governance, Arson, and Firefighting in Edo, 1600-1868” by Sand and Willis was interesting to read. The lecture let us know that there were many fires and that people would grab their valuables and leave the fires instead of trying to put out the fires. The reading let us know that there were orders that were published that informed the people that they needed to be on the lookout for fires and the needed to try to prevent fire and they also needed to partake in firefighting duties. The reading continues to say how some of the fires were caused by Arson because people were trying to get out of debt. Finding out that some arsonist were dealt a lesser punishment depending also on their intent was fascinating to me.
Maria CardenasI agree, I also believe that China's internal issues are the ones that led to China's fall. Those that said external factors played a great deal of effect with China's fall because of the treaty's. Like you are saying that China's fall was its conservative mindset which is what I also believe. If China would have been ready to commit to change and modernization. China history may look different.
I like your idea of having the students role play to experience the events of what happened in that time period. I have never done that before so it would be interesting to do.
Maria CardenasSome Chinese believed their culture and their systems needed to change because during this period because everybody was taking advantage of China. This began with Great Britain in the Opium Wars and afterwards other European countries and the United States benefit. They would sign treaties that were beneficial to the other country not China.
Students can communicate perceptions on different issues on China in groups. They can throw ideas as to how they would like to communicate with the rest of the class their given topics. Students can be placed into groups of four and each group can get a different topic such as: problems, the ideal society and state, and how to get from where China is to where they want it to be. Students can begin by writing their ideas in a graphic organizer. Then they can move on an decide if they want to create a googleslides presentation, a skit, a video presentation, etc. Then students can present their topic and students can learn from each other.
Maria CardenasI like how you would have students imagine themselves in this time period and how they would feel receiving the terms of the treaties. Having the students make a connection by having them think if they have been treated unfairly by someone more powerful is a good way for students to understand how the Chinese felt. I think this your lesson idea would be a great success.
Maria CardenasStudents can compare and contrast the different treaties that were unequal treaties in China. For example, the Treaty of Nanjing, Treaty of Wangxia, and the Treaty of Huangpu, and students can state the benefits for each country. Students can answer what benefits did each treaty give to China. Students should be able to make connections as to why the Chinese may have negative perspectives of foreigners in their country.
The legacy of war and privilege affected perceptions of missionaries and their message because the Chinese lost all across during this period. Chinese may have seen the Europeans and Americans negatively just based on the treaties that were approved. The Chinese are the ones that are affected negatively in their country. Basically foreigners are the ones making decisions for their government with the signing of the treaties.
Maria CardenasThe financial requirements of the agreement would benefit Great Britain. Article III states "The Emperor of China agrees to pay 6 million dollars [value of Opium]" Britain was charging China 6 million dollars because it is the value of Opium and Britain was also asking for the release of the British subjects. Article V says that China will pay 3 million dollars because of Debt accumulated. Finally Article VII states that China will pay Britain a total of 21 million dollars including the amount from Articles III and V. This article breaks down the amount and when should the money be given to Britain. There are also conditions to the breakdown of the payments.
Like I said the beneficiaries to this agreement was Great Britain. The British government was going to be receiving all of that money. British merchants that wanted to settle down in China for trading purposes or so would also benefit. Article II says, “British subject and families allowed to live for trading purposes in China.” Hong Kong was also given to Britain. There would be no limitations as to where and with who the British merchants would be able to trade with. Ports would be open and there would be a Fair and regular tariff of export.
The “Treaty of Nanjing, 1842” is an unequal treaty because everything listed as an agreement in the treaty benefits Britain. Only thing beneficial to China from the Treaty’s perspective is Article I, which stated there would be peace. But peace is what was wanted so that the war could end. Everything else is for the benefit of Great Britain. The British subjects that were imprisoned because they broke Chinese laws were to be released.
Maria CardenasYes, I agree this lesson can be a two part lesson. I can also collaborate with the 6th grade history teacher and she can go over the timeline factor and having the students choose the years. So the 6th grade history teacher can go over the past and I could go over modern day aspects of the yellow river. Then another part of the lesson can be for students to compare and contrast the yellow river in the past and present. Answering questions like: "Are people experiencing the same issues they did in the past with the river today?" or something like that. I love the suggestion. Thank you.
Maria CardenasPost 2:
The Qing dynasty’s attitude toward the British is firm. The emperor told the British King that it didn’t make sense for an envoy to be placed in the his courts to control trade with China and the king’s request was denied. I found it very interesting that the Chinese emperor refers to Europeans nations as barbarians. This is similar to what Europeans call people from the lands they colonized. He does explain why the request of King George III (Britain) was denied. Chinese Emperor Quianlong does state that there is no benefit to allowing a British envoy to remain in his courts because their civilization is different to the British. The emperor was very firm with his response to the King and he does tell him to make good decisions.
Both Japan and China limited access foreigners had in their country. Advantages Japan and China had with limiting access was that they could limit what came into their country. If they would have allowed the Europeans free reign they could have influenced the Asian population. Disadvantages could be that both Asian countries went through the Industrial Revolution much later than Europeans and Americans. Class discussion as to why Japan and China didn’t want to give more access to Europe. Predict what they think is going to happen between China and Europe or Japan and Europe. Then we can read Ebrey’s “Anti-Opium Placards in Guangzhu.pdf” that allows the reader to know about the Opium War between China and Great Britain. Students can see the reaction of the citizens of Guangzhou and how they planned to react against the barbarians. The barbarians was anyone that would go to the city. Students can compare this article to another topic they have learned about. For example, students can answer “What restrictions was the government placing on the citizens? What actions were the citizens planning on taking or took? Why do you believe citizens reacted like this? How would you react if you were living in Guangzhou during this time period? “ Aizawa Seishisai article, “Dealing with barbarians” can be used and given to students to read and answer the questions (DBQ) about Japan’s view on the barbarians.
