[Molly Cowan-Johnson]

I realize this is an old thread but for anyone looking. I love the idea of using the book of Sadako and the Thousand Paper Cranes as a way to help foster empathy. I've been reflecting on that a lot lately given our current world and I think empathy is something most people are missing. Its like people don’t care about anyone else… When discussing the Cultural Revolution in Communist China I ask my students if they would be fine if their teacher was killed basically for nothing…..I don’t suggest you ask that unless you are ready for a really disconcerting answer. Apparently, the cost of taking my life for some 16 year olds is $100…… I’m planning on incorporating more historical empathy into my class from now on.

 

I traveled with students to Japan and Hiroshima in 2018. I wasn't exactly sure how I expected my students to behave while we toured Hiroshima with guides directly impacted by the atomic bomb but they were pretty silent the whole time taking it all in. You can even have your students fold 1000 paper cranes and the Peace Museum accepts donations of paper cranes that they put on display. You can find out more here: https://www.peacelanterns.org/peace-cranes.html

[Molly Cowan-Johnson]

Reflection Essay

The classes I teach demand the incorporation of what I have learned in this course. In my Modern World History course, we first discuss East Asia during the Age of Exploration in our second Unit including the Ming and Qing dynasties. For my AP World History it is a HUGE portion of the class right from the start. That was the main reason for why I wanted to take this class, so I gained a more comprehensive understanding primary of Chinese history. I learned way more than that and plan to incorporate more things from all three regions we discussed especially Korea. One of my biggest take-aways from the course will be the resources including some of the readings, artifacts, and primary sources. A lot of the artifacts that were used in this class like the variety of Buddhist temples in China with some in Japan gives some good visuals to discuss the idea of religious syncretism.

On my team one of our main goals is to expose students to variety of things out there in the world so we like to include a variety of things for students to look at and activities to do. I really like the variety of ideas that people of different backgrounds and teaching expertise have brought up in our zoom discussions but also posted to the forums like the globalization of food or the earthquakes in Japan. These are resources that I can use in some of my other classes like World Geography.

One topic that was brought up in our discussions was accessibility of this content. As a World history teacher non-western content is the hardest for my students because it is all new and most of the time, they don’t know how to say the names. I understand this having studied East Asian history. I took a US and Vietnam class in college where one of the books was the Chinese perspective of the war….I do not speak Chinese so my brain skipped over the names and I had no idea what was going on. I always give my students this example and we practice how to say the names. I assume that is why we are all kind of here because we think it is important that students learn about this region of the world. Our last group discussion we discussed the importance of this and how we all plan to use what we’ve learned from the course to guide and aid our teaching. The wider use of this content across age groups will have a big impact on our students in their approach to classes like mine but also, I think to the world right now. East Asia today is powerhouse and not knowing anything about this region seems unwise and also kind of self-centered. World domination has shifted before….who is to say the West will continue to be the dominate force…

 

[Molly Cowan-Johnson]

I noticed that we didn’t really discuss Shintoism. I think the continuity of Shintoism in Japan combined with the evolution of Zen Buddhism and Neo-Confucianism is super interesting; how they have all three intertwined in Japanese history. Having visited Japan now it is very visibly apparent that Buddhism and Shintoism coexist, some people consider themselves followers of both. There are Buddhist temples with Shinto shrines on the temple grounds like Asakusa in Tokyo. Walking through neighborhoods, we found small Shinto shrines, that had protectorate shrines for that neighborhood. Culturally I think it is fascinating that these things have continued and still play a role in peoples’ lives. Are there any other places in the world where such things are like that? I’m wracking my brain trying to think of comparable examples…the only thing I can think of are some Native American tribes who still maintain traditions but then might also consider themselves Christian but not having really studied that I’m not sure that would be a coexisting example.

Then politically, the emperor, a descendent of the Shinto deity Amaterasu. I know Hirohito had to give up his claim of divinity after WWII and I’m sure the Japanese people don’t really look at Emperor Nurohito and think he is divine. Today the royal family kind of has a similar role to the British royal family. It is still impressive to have a dynastic line that old. Is Japan as attached to the royal family as some Brits are? (excluding the Scots…)

How do other teachers teach about World Religions? Especially some of the ethnic religions?

[Molly Cowan-Johnson]

I had never really thought about historical examples of cultural appropriate vs appreciation. I teach Sociology at my school too and it is something we discuss but really only using current examples from our world today. Like the appropriation of Native American traditions and dress. So your questions made me think....is that idea really only relevant to today? One thing we've discussed a lot in this course is the borrowing of cultural elements from written language to traditions. Do they have that sense back then or is that a more modern creation that arose with nationalism? Is it something that has become (or should become) taboo because of the discrimination and in some place persecution of minority groups in the 19th - 21st centuries? 

I've never really thought about historical appropriation. What would count? I know I’ve used this example previously but Van Gogh copying Japanese artwork…is that appropriation? When the British figure out how to make their own porcelain and make it to look like Chinese creation, is that appropriation? When I discuss this topic in our current world, I usually emphasize the monetary gain element with famous people. When I hang a dream catcher in my bedroom, I hope it catches those bad dreams so I would say that is more appreciation. It is an interesting thing to contemplate.

[Molly Cowan-Johnson]

One that I found interesting and/or impressive was the very distinct culture in each of these nations. I knew pretty much next to nothing about Korea prior to this course (except the Korean War in the 1950s) so I found it interesting to learn about their distinct culture and language. The focus on Japanese literature I found interesting as well. I do a lot with Japanese culture but have never really delved into the literature and compare across the time periods. I also really enjoyed the focus on the Chinese architecture especially when discussing the spread of Buddhism. I think that could be an interesting look across these East Asian states with who influenced who?

 

Brainstorm:

In my class we start our discussion of Asian states with the Ming dynasty and into the Qing as well as the beginning of the Tokugawa Era in Japan, so I think that is going to be my focus. It is a good chunk of our second unit. I think I’d like to touch on Korea at least during this time perhaps in a discussion about the war with Japan in the late 16^th century. I’ve always liked the use of the primary source documents and the artifacts so I think that will be the basis of my curriculum project.

 

Seeking: Certificate of competition

[Molly Cowan-Johnson]

One question that I had while reflecting on "Adorable Things" ...most of the literature of women from the Heian period is written from a position of privilege, how much would the women of this time know about other social stations? Would they see people in poverty or rural farm workers? Professor Miyake asked us to reflect on whether the writer is critical of her position but if women were in a guarded sort of position how would they know? I suppose like other women in history who have been frustrated with their gendered position some of these women could be. When my students ask me what time period I’d travel to, I always ask if I still have to be woman. As a modern woman who enjoys such freedoms and pants, I would not do well in historical time periods. I’m too smart and too loud to do well in any other time period, especially in Japan (way too loud).

Comparing the poetry from the two time periods. I feel like there is more drama and darkness with the Fujiwara poem compared to the Heian period, like the ‘chill to the heart”. It seems like a stark contrast with the warrior culture which obviously sees more fighting and death so it fit while the Heian period seems a little more frivolous. I do enjoy the descriptive nature of Japanese literature in any time period really. It’s very show-not-tell and subtle with its meanings. I did a workshop several summers ago on Rashōmon that plus I’m pretty partial to some of the ghost stories from the Edo era.

Is it because of Shinto traditions that most of the poetry centers around nature? There seems to always be some element about nature even if it isn’t the focus of the poem.

[Molly Cowan-Johnson]

I know I've brought up the concept of absolutism before and in my class we consider Qianlong an absolute monarch. I use the Forbidden City which has a wonderful virtual tour online ( https://www.youvisit.com/tour/chinatour/100444 ), Qianlong’s robes and armor, his royal portrait, plus several documents that illustrate how he rules. Again we draw comparisons between things like the Mandate of Heaven and the concept of Divine right. We use the portrait of Qianlong in the yellow imperial robes and the royal equestrian portrait of Louis XIV to discuss why leaders would need/want to be portrayed certain ways.

 

I love this letter from Emperor Qianlong to George III for several reasons. One of the things we try to highlight in our WORLD history class is how behind the west was at the beginning of the modern era. AP World History: Modern starts at 1200 to demonstrate how sophisticated the east was and how backwards Europe was. This letter from Emperor Qianlong not only highlights that Chinese perception of their greatness which is reflected in their culture throughout the centuries but also the global perception of Europe. Having received a very western education, that is something the west doesn’t want to talk about….that there was a time when they weren’t the dominant force in the world. And that the scales of the world change throughout history. Plus he’s just kind of cheeky and I love it.

[Molly Cowan-Johnson]

I know I've brought up the concept of absolutism before and in my class we consider Qianlong an absolute monarch. I use the Forbidden City which has a wonderful virtual tour online ( https://www.youvisit.com/tour/chinatour/100444 ), Qianlong’s robes and armor, his royal portrait, plus several documents that illustrate how he rules. Again we draw comparisons between things like the Mandate of Heaven and the concept of Divine right. We use the portrait of Qianlong in the yellow imperial robes and the royal equestrian portrait of Louis XIV to discuss why leaders would need/want to be portrayed certain ways.

 

I love this letter from Emperor Qianlong to George III for several reasons. One of the things we try to highlight in our WORLD history class is how behind the west was at the beginning of the modern era. AP World History: Modern starts at 1200 to demonstrate how sophisticated the east was and how backwards Europe was. This letter from Emperor Qianlong not only highlights that Chinese perception of their greatness which is reflected in their culture throughout the centuries but also the global perception of Europe. Having received a very western education, that is something the west doesn’t want to talk about….that there was a time when they weren’t the dominant force in the world. And that the scales of the world change throughout history. Plus he’s just kind of cheeky and I love it.

[Molly Cowan-Johnson]

As I was reading the replies I was going to ask abut the Uyghurs. I teach about the current situation with the Uyghur population in western China. My students and I discuss how when you remove the modern boundaries the Uyghurs aren't an oddity in that geographic region. Was that a region that was conquored under the Qing? I'll definetly check out that link!

[Molly Cowan-Johnson]

I know I always make the comparisons but that is what we typically do in AP World. Buddhism is a great example to look at religious syncretism and how it shifts to fit the population like Zen Buddhism. That is usually a conversation we have in my class about the warrior culture in Japan and Buddhism also being prevalent. I always like to look at how the Buddha is depicted in different cultures and how temples are structured. We also discuss the blending of Shintoism and Buddhism. I know today we can see this in Japan with places like the Asakusa temple complex in Tokyo which has both a Buddhist temple but also a Shinto shrine. Professor Dube pointed out that blending in our discussion with some people adhering to Shinto rituals sometimes in their life but Buddhist at other times.  

 

In our discussion I thought it was interesting in our discussion about ‘unclean’ professions and the difference with China about if a son is born to a prostitute that the son is still an heir. I think that is an interesting comparison to make with the adopted children as heirs in Japan but also how very stuck to a ‘blood line’ Europeans are. Going back to our discussion on Korea, that emphasis on status over gender could kind of fit in that conversation.

 

One question I do have that might not fit this time period… Buddhism and transgender? There was a book I read that focused on transgender and part of it was set in Thailand, where it kind of explained because of the nature of the soul in Buddhism there isn’t technically a gender for the soul. Is that a thing? It wasn’t a historic book. When students ask me about this I know there are some Indigenous American societies where transgender people were ‘of two spirits’. How do these non-western religions deal with that concept.

[Molly Cowan-Johnson]

Skateboarding is one that might not seem as popular but it is one that the Japanese have come to dominate recently, especially since it was included in the Tokyo Olympics. I noticed a marked interest in skateboarding after the Olympics with my ‘obviously not skateboarder’ students so it could be an interesting topic for all students too. Japanese skaters won more medals than any other country in both street and park skateboarding during the 2021 Tokyo Olympics. Yuto Horigome won gold in men’s street skating but it is the Japanese women who swept! That sweep included: Momiji Nishiya (gold in street skating), Funa Nakayama (bronze in street skating), Sakura Yosozumi (gold in park skating), and Cocona Hiraki (silver in park skating). Funa is my favoriting having seen her at the Super Crown competition in Jacksonville but Momiji is also bad ass too.

This discussion of the female skaters is also super interesting since skateboarding isn’t really looked at very favorably in Japan. Also the discussion of breaking gender norms with these women competing in skateboarding which is kind of a double whammy. Another reason why Funa is one of my favorites is because her mom is always with her and that momma is all about it!

[Molly Cowan-Johnson]

Most of my study of Japanese history has been through reading but recently I read a book about Japan from a completely different perspective. African Samurai: The True Story of Yasuke, a Legendary Black Warrior in Feudal Japan is the story of an enslaved African who is taken to Japan as the bodyguard of a Jesuit. The book recounts his journey from his capture in Africa  to his time as a mercenary fighting in India and eventually as a bodyguard for this Jesuit. As you read you learn how much the Jesuits played at local politics in Japan not only through their missionary goals but just to ensure their own economic gains, like exporting Japanese slaves to China. Eventually Yasuke is gifted to Oda Nobunaga who will eventually make him a samurai and grant him his own land and home with his own servants.

Yasuke’s story is an interesting one on different levels. I used it in my AP World history class as a comparison with the Atlantic Slave Trade and how the perception of race in the world changed with the Atlantic Slave Trade. But the intricacies of the story also illustrate a greater depth about the Sengoku period and European involvement then most histories get into. Plus it is just a freaking cool story.  

[Molly Cowan-Johnson]

Most of the time when I’ve time when I’ve been in classes or lectures about early modern Japan the Sengoku era is discussed but only the overview of the 3 Great Unifiers, Oda Nobunaga, Toyotomi Hideyoshi, and Tokugawa Ieyasu. I’ve done tons of reading on Japan over the years, but this is only 2^nd formal class over East Asia. Once you get to the Tokugawa period it always seems like poof Europeans suddenly become this issue. Francis Xavier a Jesuit arrived in 1548 and when you put that into the context of the Sengoku period the Jesuits play multiple sides. One book I read just this last semester was called “African Samurai: The True Story of Yasuke, a Legendary Black Warrior in Feudal Japan”. First off it is a great book and a super easy read. I’ve suggested it to some of my students this year and they have really enjoyed it. The perspective is from Yasuke is an enslaved African who arrives in Japan as the bodyguard of an important Jesuit named Valignano. Eventually he gets gifted to Oda Nobunaga who is amazed by his truly black skin. I use Yasuke’s story in my AP World class as a comparison of slavery before the Atlantic Slave trade. But in the book, they discuss the underbelly of slavery in the east with Jesuits exporting Japanese people as slaves to China and other forms of slavery going on as well. It was noted that the daimyo in Japan were not fond of the Jesuits exporting Japanese people as slaves so they kind of did it on the down low.

By the time Tokugawa Ieyasu becomes shogun the Portuguese missionaries had played different sides against each other and used daimyo however they wanted plus the threat that the beliefs of Christianity had in a Confucianist system. The structure of both Buddhism and Confucianism helps maintain the status quo because the hope is always for the next life but only if you do the task you’ve been given in this life really well. The Dutch don’t arrive until 1600 and imagine how they would have seemed to people who hadn’t see anyone but Portuguese and Jesuit missionaries? They are Protestant by that time so conversion wouldn’t really be their focus. And by the time the Tokugawa Shogun issues Sakoku Edict of 1635 where they close off they’ve had time to see that the Dutch don’t want to interfere with local politics like the Jesuits did during the Sengoku era.

[Molly Cowan-Johnson]

The early part about the tabletop dolman was really interesting to me since we seem standing stones of all kinds all over the world like in Scotland, England, but Korea too. I didn’t know that.  I find that fascinating that we can similarities in relatively unconnected cultures. I’ve seen that sort of thing in folklore where different cultures have basically the same story like the flood story seen throughout cultures.

 

 

Why did gender stratification take root all over? Both in the discussion with Japan and Korea earlier in time gender played less of a factor in status then it does later. Why? Part of our discussion in AP World centers around this same sort of switch in Medieval Europe. How when men left frequently for war women picked up a lot of the slack running households, business, estates…etc. Once there is less of that is when women start to become more subservient once men are around more. But…..How do cultures just decide to switch that off…. Like “Ladies, we know you are actually fully capable but…we need you to be less now…”

[Molly Cowan-Johnson]

I attended the Weaving Splendor: Treasures of Asian Textiles at the Nelson-Atkins Museum which was an exhibit that featured textiles from China, Japan, and the Safavid empire. Each region’s textiles were very unique in the symbolism used, the processes used to create them, and their indention for use. Of the textiles from China was the robe of an emperor from the Qing dynasty accompanied with an explanation of all the symbols used on the robe including not only the imperial dragon but symbols for rule and law, the sun and moon, an ax (which I thought interesting for a relatively peaceful time in China), constellations for the heaves and so on. Many pieces in the exhibit detailed the production techniques so it included some pieces that were woven, some that were stamped and also detailed a very interesting technique working with gold thread. One difference I noted was that all of the Chinese and Japanese textiles were either clothing or hanging scrolls while the Safavid pieces included banners, chair covers, and even tents for military campaigns. I will include some pictures because it adds to the wonder with these seemingly mundane objects being so richly decorated. My favorite piece was a pair of Japanese hanging scrolls of cranes that features very intricate work with metallic thread. It is beautiful. As a World History teacher, this is a valuable comparison that can be made with the western Industrial Revolution but also a bigger discussion on the social purposes of clothing throughout history and why pieces like this would be created.

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