[Michelle Levy]

I went to the screening of Above the Drowning Sea, a documentary about Jewish refugees that vacated Austria (and later other areas) to Shanghai. The story documented several families and what Shanghai did for them. It was enlightening because as a Jew, I had no idea that China was a place that the Holocaust affected. The reason that Jews were able to go there was actually a fluke. Shanghai was in such civil turmoil, it was considered an open country. There was no one even checking passports when the refugees arrived. So by the end of the war, almost 20,000 Jewish people had survived by living in the Shanghai Jewish ghetto. I was fascinated that the film included testimonies of survivors and their families.

 

So what can I bring to my students? I was questioning this for a while until I thought about the last part of the film, where a lady was reunited with a friend she hadn't seen since they were both little girls. They speak different languages, live in different countries, have completely separate lives, yet they managed to find each other (with the help of the film’s publicity) and found a common interest, their past. Students in my class could easily have a pen pal with someone in a distant place and learn, through writing, what their lives are like. The farther the place the better, so I'm hoping to find a school in another country that would be willing to participate. The kids in my class are just too young to learn about the hatred and racism that the history of World War 2 brings, although I share stories of my experience whenever it seems to fit.

 

I highly recommend watching this documentary, especially for high school teachers that teach this subject!

[Michelle Levy]

I visited the Fowler Museum at UCLA for my make-up assignment. Aside from exhibits from other countries, there is an exhibit called How To Make the Universe Right: The Art of Priests and Shamans from Vietnam and Southern China. It was really interesting to see the clothing that was on presentation, especially. There were robes and fancy gowns, but also ceremonial clothing. I noticed intricate patterns and bright colors laced with browns and blacks. What also was great was the headdresses worn by priests. The entire exhibit was completely fascinating because it showcased how these priests were essentially the mediator between two worlds: physical and spiritual. Most of the artwork and relics dated from the late nineteenth and early twentieth centuries.

It was a fun visit and I think that my students would benefit from this experience. Students could learn about the systems present in China and Vietnam, and I think they would enjoy seeing all the different types of clothing. Seeing differences in what they wear, their religious leaders wear, and Asian religious deities wore, could really open their eyes to the world as a bigger picture. Since visiting this museum, I have actually scheduled a field trip for my students and we are going in May! I'm excited to really hear and listen to the impact this exhibit will have on them! 

[Michelle Levy]

Jane, I totally agree with you. This movie really hit me hard too. It strikes me as unjust to see people working to live, or even, survive, and be put through hardships with little to no options. When you compared this to teaching assistants I had not considered the parallels, but you are right. I keep thinking as a new teacher that this just is the way it is, but as a credentialed teacher, we don't have it nearly as bad as T.A.'s. I'm really glad you brought this topic up!

[Michelle Levy]

Jazmin, I definitely agree with you about our social reform group. Having our discussion with students about making our country better for people, not just for military and economic growth is an important debate we can have. I think students will be able to fight for things they believe in, and working at a Title 1 school, I think our students have more experience than we know. I'm willing to support the study abroad idea you had too. Maybe my students would be too young, but high-school students could participate in seeing the world in a better light. 

[Michelle Levy]

It was interesting to listen to Han Dongfang after the screening of We the Workers. He was mentioning that he didn't make the film to be fancy, using cameras, but instead it was to show as many people as possible. That being said, it was relieving to hear this film has been going around the world in film festivals. To tell the story of these workers, it means that the film gives more laborers opportunities for unity and trade unions through watching the changes that can come about. The collective bargaining spirit is more than defending worker rights. Moreso it is declaring respect of contract. Corruption destroyed China and people's lives, but people didn't realize it. Social media has really opened up people's eyes to what is happening in the world, and specifically in factories in China. The labor movement reminds me not of what I would teach in my classroom, but with talk of a teacher strike in February, of how important unity is at times of fighting for what is right.

[Michelle Levy]

I enjoyed Professor Kurashige's lecture on racism against Asians in the United States. In the U.S., there is tremendous diversity as much as there is an entire racist culture in America. Chester Rowell is well-known as one of the first anti-Japanese men. At first he often referred to the South to make analogies to slavery and Japanese. The funny thing is, by 1920’s he changes his tune and he goes around the country telling why we should NOT exclude the Japanese. Especially during World War II, he was an advocate as to why we should not put Japanese into concentration, or internment, camps. This topic really reminded me that even though we still see racism today, there is always opportunities to make things right, and see the benefits to diversity. Of course, the professor mentioned adults doing that for commercial empire, but in a primary classroom, I could present this topic for a growth mindset attitude. William Seward who was the Secretary of State and a US Senator was an advocate for getting the Chinese workers to the west of the US, but they still couldn't become citizens. Asians are the only minority group that could not legally become citizens until late in the second World War. Once citizenship becomes the issue, I think even my younger students would be able to relate. During our unit on immigration, I think the students would love to hear stories from this time period with Asian history involved. We could compare and contrast the racism of Asians to what is known of the struggle within their own heritage. 

 

[Michelle Levy]

It was interesting in the reading on Kapitan Lee, that it was very much based on historical fiction. It is only now that I realize the true tension in the years that South Korea was under Japanese rule and basically slavery. This fictional story is ridden with passages that describe what was really happening. Kwangyong writes, "During the thirty years that followed, everything had changed around Yi but the watch...Days of Japanese control, imprisonment under the Soviet military occupation, the War, the 38th Parallel, the U.S. Army - how many crises had he managed to escape? It was a miracle that the seventeen-jewel Waltham watch had kept time through such tribulations." I just loved reading this. Later in the same reading, he writes, "Ha! I who have lived through those molelike Japs and prickly Russkis- What are the Yankees to me? Let the revolution come, let the state change hands..." I think more than anything, this reading inspires me for a writing assignment for my 2nd and 3rd graders. For a mini lesson, after a personal narrative has been written, I can have the students revise to include some current event that is happening to help their audience understand their setting even more. I'm really excited to read mentor text passages, like Kapitan Lee to my students to show what this can add to their stories! 

[Michelle Levy]

I agree with you, Rick! I think it would be really interesting to present an alternate outcome if only the North and South could have come to an agreement on a unified government. I also see a lot of opportunities for lessons in the classroom where students can create options that Korea could have taken in 1947 to persevere in a United government. This is a great inquiry based project!

[Michelle Levy]

Based on Professor Kim's lecture, what I can see myself integrating into the classroom is the events and sequencing how Korea became divided and what happened in the North and South. I would put a timeline in which it would be the students who put the events in order. 

Korea became divided at the end of WW 2 (1945). In 1947 Korea had to figure out how to have a single gov’t, and they couldn't do it. In the South, the government became the Democratic People’s Republic. Korean War began 6/25/1950. North attacked South. But who was to blame? It was actually a lot of supportive countries including the US for gov’t, USSR to advance socialism, and North Korea for supporting Communist China (so therefore China). The US refused to acknowledge Korean People's Republic. US also distrusted communists and therefore Koreans. However 23 countries became involved in the Korean War. The UN fought for the South. China and USSR supported North.

South Korea had the first constitution called the First Republic. Syngman Rhee first President. Exceeded term limits. Very poor economy. Started ordering civilians to be shot for treason, and people could no longer take it. Until resignation on 4/29/1960. I see that the people had a strong morality to oppose the President’s rule. All because of student demonstrations. This all led to South Korea deciding to create a role for a Prime Minister and President.  Chang Myon was the first Prime Minister.

I can also see integrating student demonstrations. My students can use evidence to fight for something they believe in, like having chocolate milk in the cafeteria. But students will learn that fighting for what you believe in can be beneficial and make changes for the future. I think this would be relatively easy to explain and present this recent history of Korea to the students and that they could really understand why there was a need for change.

 

[Michelle Levy]

Professor Yamashita was very informed about all things Japan. I was particularly interested in the reasons leading up to the attack on Pearl Harbor. The decision was fourfold: a constitutional, diplomatic, Geo-political, and foreign policy decision-making dimension. It was one of the most complicated decisions for a country to make. He said that Japan was dealing with countries one on one up to that point (negotiations). Most important was Japan's stance on China... they didn't approve. Nor did they want other nations to help China, especially the Manchuria area. In Addition, the party members of Japan's government was declining, and at each other's throats. The "national unity" cabinet was formed in order to try and relieve some of the opposing parties conflicts. Instead many assassinations took place and the battle for power increased. Professor Yamashita also mentioned that it was within economic interests to get involved with Germany and bomb Pearl Harbor. The geo-political decisions that made Japan decide to attack Pearl Harbor were it's relations with China, the USSR, and the U.S. The Sino-Russian agreement confirmed Japan's fears of China joining the Soviets. And then the US finds out about Japan was doing in Manchuria. The US wasn't happy, even not being a member of the League of Nations. The United States wanted to round up all the Japanese on Hawaii and put them into "concentration camps." It was never agreed since most of Hawaii's military was Japanese. Instead, in 1940 the US stops trading with Japan. It really was a complicated decision, and its repercussions are still felt today, especially thinking of the Japanese that were put into internment camps in the U.S.

[Michelle Levy]

This weeks readings were fascinating. In "Empire and War," it was interesting to read that Japan took World War 2 as an opportunity. They wrote that in "the International Situation and Japan's Position," Japanese leadership assumed that the future of the world was ruled by the superpowers. In the future, Nazi Germany, the United States, and the Soviet Union were the dominating powers. Japan did not want to be left out of that. I thought that maybe that one reason may have led to Japan's role in the war and most notably, the bombing of Pearl Harbor... but then I kept reading.

In the "World War ||" reading, it mentions that in 1940, public opinion in the United States saw China as a victim of Japanese totalitarian aggression. Japan bombed Pearl Harbor in the hopes to negotiate a settlement with the U.S. (In the War with China). In theory, Japan wasn't thinking of their long term goals. Like Germany, Japan thought themselves racially superior. It maddens me to think that millions of people died for no other reason than people thinking they were better than others. This is a topic I could present to my 2nd and 3rd graders. It's never too early to learn the right way to think: morally, equally, and fairly.

[Michelle Levy]

The country closed in 1639?! Can countries do that? The Dutch were the only nation allowed to trade with Japan, which is very strange. Not to mention pirates at the same time? This is the first I've heard of the Wako, but it was generous for Professor Yamashita to offer his personal story of being descended from the Wako. I was also moved that the Professor told the story that not all Japanese are loyal, contrary to popular belief. We can see this most notably in Kubayakawa. It was funny when he mentioned they may not all be loyal, but they always hold a grudge.

I'd love to do an art project with my students in which they draw a scene of Mountain Castles, hundreds in the distance. Maybe doing research on Bitchū-Matsoyama Tower in particular.

[Michelle Levy]

Korea's "Top Ten Things" is a short read that gave me many ideas for my classroom. I think getting the information to our students quickly, but packed with information is a good idea. In the article, "Top Ten Things to Know about Korea in the 21st Century," I learned a lot of information quickly. I love the list format and I know my young students will too. 1. Korea is not small, it is heavily populated but not within much land space. My students could trace outlines of North and South Korea on top of a similar region. 2. Korea is an older country, with previous isolation, dated back to at least the paleolithic era. I think students could do a project similar to a family tree, with the opening lesson on how far back we can date places like Korea. 3. Many inventions come from Korea. Science anyone? Kids will create something new using as many resources as possible. 4. Korean's like nature. Campus clean-up day. Field trip to the beach for clean-up. The ideas for recycling are endless. 5. Confucianism is a philosophy. We can study other religions and find similarities and differences to our own, and celebrate each difference! 6. Korea is it's own country, and is not China. This could be a writing project where students write All About Me papers. Students will read to each other and see we may come from neighboring countries, but we are all unique. 7. Trade is good in Korea. Show and Tell, Sharing is caring. fro second and third graders, this is a great lesson. 8. Technology. Any project would be good. Students can create Google Slides presentations! 9. The Korean peninsula has many great interests. I am thinking students can present something from their own cultural heritage, and we can compare with Korea. 10. The future of Korea. Every day when we teach our students we are already looking towards our future. And we need to teach them that we are all here together on this great big planet.

[Michelle Levy]

As an elementary teacher, I read these chapters and constantly think to myself what I can add into my lessons. Japanese history is absolutely fascinating and I noticed minute overlaps between the Tokugawa Order and the Meiji Revolution readings. For example, in the Tokugawa Order - Principles of Warriors, I read that four levels of two distinct principles govern becoming an all-around warrior. To succeed, one must conquer the four levels of knighthood and weaponry, as well as army principles and combat principles. These four levels constitute the ordinary and emergency principles. Similarly, in the readings about the Meiji Revolution, it was expressed that Aizawa called for the reform of the shogunal rule of the Tokugawa by rejoining military and civil cultures. I think that the Aizawa introduced religious and moral tones to a predominantly political thinking. To bring this into my classroom, I think I could introduce values, and talk about how history changes, and we could begin a project on what is importance to us indiviudally, and as a team. In a way, it delves into American civil rights because people choose to believe in what is right, regardless of what has been done before them in history.

[Michelle Levy]

I thought that Dr. Jung-Kim did a great job of summing up the history of Korea from Chosun to the Kim Dynasty. Of course, it was hot in the room, but amidst melting, the information was very useful. I especially resonated with the story of the Blind Man's Daughter. I thought it would be a great introduction for my students that are 7 to 9-years-old. I found a website that tells the story using audio, http://www.storynory.com/2008/11/17/the-blind-mans-daughter/ --Might be useful to my fellow elementary teachers. Since the story has a happy ending, I think the students would learn a lot about the Korean culture from it.

I also found the reading on "When My Name Was Keoko," to be a helpful resource. I imagine assigning a project in which students would choose different names for themselves. I realize that the text described Korean and Japanese conflicts, but I'm not sure if that subject matter would apply to my little students. Since Japan was taking over Korea, maybe America's current issues over immigration (DACA) might spark too much controversy for young children.

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