[Percy Ortiz]

Professor Yamashita's lecture on the Pre-history and early history of Japan was fascinating. Though the clay ceramics and the names of the Jomon and Yayoi are things and terms that I've come across in the past I'd never really seen the links and significance of these two periods of Japanese history. Though there is not much written textual evidence from this period but Prof. Yamashita's careful use of scientific, geologic and use of manmade artifacts opened giant doors that shed light into how Japan came to be physically and how people over time settled there. First area that surprised me was how old the islands that make up Japan are, twenty thousand years old, and that fifteen thousand years ago there was a land bridge that connected Japan to Korea, but also that in that general vicinity, to the north, there was another land bridge that allow people to settle another part of the world - today's Americas. This tidbit of information just opened wide the numerous links that could be made when teaching the settlement of Japan and the Americas.

Sticking to that same use of scientific evidence his use of DNA studies, and finger prints to show that Japanese can be divided into two major groups was clever. Not only his use of human biology, but also language and the two major influences on Japanese being Altaic and Malay-Polynesian really hit the homerun in letting us see how Japan in fact began, and continues to be a heterogeneous society, though outwardly it might appear to be something else. Furthermore, his use of mythology and how we love to tell stories of how people came to be really shows how Japan has had a diverse experience and has nurtured the many different cosmic and mythological views of the people who called Japan home. I learned how Japanese myth can be broken down into two types a vertical cosmology, largely imported from East Asia and its horizontal cosmology which was introduced from the Pacific Islands. Putting it all together, he clearly explained that the origins of Japan can be explained as waves of people coming from different parts and directions and settling in Japan and those waves kept coming and going for thousands of years.

In History class a way to let students discover the true essence of what human interactions and history is all about is to start with geography and how human interact with their environment. Asking simple questions like, who many times have you moved in your life time? Or, were you parents born in Los Angeles? If they were not born in the states, where did their parents migrate from? Other questions that can be posed are, why do people more from one place to another? These essential questions of why we move can allow students to better understand the history of a location, but better yet the history of Japan. 

I think that the origins of Japan are taught in 6th grade, as well as early migrations of Asians to America. So, the questions listed above can be excellent ways to get students to think on the history of mankind, being one of movement, interaction, and more movement. Once this has been established further investigations can be done. Prof. Yamahista projected the images of two different pottery vessels, one being of the Jomon and the other from the Yayoi. Projecting images such as those were good visual aid in creating visual inquiries with students. Students can be asked to compare and contrast the two vessels, and how those have been found in Japan. Building on his use of language and how he explained to us how Japanese is also rooted in Altaic can further help students understand how when people move they take their language though it might be the same slowly changes, but one can still find links in other parts of the world. We might not have textual evidence that we are linked to people from other countries, we can carefully look at language, mythology and geology to help us have a better understanding of how we have moved and interacted with each other on this earth.

[Percy Ortiz]

Reading chapter five of Ebrey's The Cambridge Illustrated History of China gave a concise overview of the Tang Dynasty with sufficient background information to understand the origins of the Tang, who were in part descendants of Xianbei, a tribe from the northern regions. Apparently this group of people assimilated many aspects of "Chinese" culture and eventually their language disappeared. The code of laws that the Tang laid down seems to have been a combination of Northern and Southern legal traditions, nonetheless, many of these laws would continue to favor masters, politically and socially. They also expanded the civil service exam which opened the doors to common folk that could successfully pass the civil service exams, and in order to facilitate their success the Tang also set up state schools and published official versions of the Five Classics.

What most stood out in the readings was discovering that those in the upper echelons of power could be considered non-Chinese descendants. Also Empress Wu's reign as ruler and trying to legitimize her rule by publishing and promoting The Great Cloud Sutra this predicted Buddha as a female Emperor, nice. The Tang also benefited from the past rulers who built the Grand Canal over the centuries, but it was during Tang times that it became slightly more efficient and reducing the need of its armies to be self-sufficient in places they were garrisoned and instead supplies could be brought to them via the canal. In addition to its many achievements in commerce and religion, poetry became more and more refined during this time. Courtesans, it turns out, influenced poetic writing "in popularizing a new verse form by singing the lyrics written by famous men and by composing lyrics themselves." So, it appears that everyone during this time in some way or form contributed to the Tang's success as a center or arts, commerce, and military power. 

Reading how the Dunhuang scrolls that were locked up in caves for many centuries, yet preserved and mostly intact allows us to have a better and more complete understanding of life in China during Tang times. We might very well be of the few people who ever got see a glimpse of the complexities and varieties of everyday life through the documents that were discovered in those caves which today we read as examples of poetry, contracts of land use, servitude and punishments. Of course one of the highlights in Tang history is the An Lushan Rebellion which had a lasting effect on the the dynasty, though it continued for another 150 years. 

Comparing what was read to what students in middle school read one sees a bit a disconnect, though there might be a reason for that. 7th grade history books do not offer a linear history of the Sui, Tang, Song, or Yuan. Instead these chapters are sectioned of into topics, such as commerce, giving students a quick rundown of each dynasty's influence on commerce. It then moves on to other areas such as urbanization, and it might focus on the Song and then jump back to the Sui or Tang, which in my opinion is problematic, though it is thematic. One thing that I would do would find a way to somehow start with the Dunhuang and the scrolls that were found there. Maybe tell play the movie Indiana Jones to the students and how he goes on a journey of discovery. Instead, this discovery is real and the scrolls that these cave contained will give a better understanding of how life in Tang times really was, while at the same time reading an overview of its history. I would definitively include several primary sources into my lessons as they read about Tang culture and its influence on others but also how the outside world influenced them. 

[Percy Ortiz]

Reading these two poets and how they conveyed the complexity of war and the vastness of the Tang Empire is quite astonishing. One need not read a long detailed history of the Tang to capture its essence in Li Bai's Fighting South in the Ramparts. In the western frontiers there are horses feeding on pastures shadowed by the Tian Shan, battles are fought at sea and at the mouth of rivers where swords are cleaned after skirmishes. Beyond the Great Wall there are wave after wave of armies coming, and the towers are always lit signaling perpetual war. Li Po gives us insight in to the other side of the great Tang Dynasty and how it became great, on the shoulders of those that never made it into the history books, the poor. Wars being fought in the east, north and west of the empire. Wars have been fought for so long that armies are turning old and grey, which seems to be more like a metaphor, meaning that they've been there so long that it’s just normal to send people to war. 

Next we have Du Fu's Recruiting Officer at Shih-hao Village and A Song of War Chariots, where he just lets us see how people were affect by war and the human costs levied at those without much power. In the first piece Du Fu simply writes brief lines that are like vignettes in the life of a mother who's lost all her sons to war, and now is about to see her grandson be taken, and all she can do is offer the soldiers a meal for the next day. His second piece he tells us how the life for a common man or servant could easily have been to fight with the armies at a young age and end up working the fields for the army at an older age. Yet he also points out how at the border, with no specific location, just the border, the frontiers of the Tang Empire "the blood of men spills like the sea." He ends this piece with saying, "we have learned that to have a son is bad luck- It is much better to have a daughter" which allows us to infer that too many men were being used for war and women were picking up the slack in the villages, to the point where it seems like it’s better to have a daughters instead of sons, which could suggest a critique on Confucian ideals.

These two poets and the pieces discussed above can be excellent readings for students in middle school. The history books simply shed light in to the Tang's achievements and how their influence expanded, and though wars are mentioned it is not described with as much detail as Li Bai and Du Fu are able give. These poets can be introduced to students after they have read through much of the section on the Tang, and have a general understanding of the Silk Road, and the influences in had in Korea, Japan and Southeast Asia, along with the western reaches of its empire. Open ended questions can be given to students, like how was Tang able to spread its culture to some many places during this time? Then students can be given copies of Li Bai and Du Fu where they list the times that war is mentioned or death or any time of feeling or image that is seen as negative. From there students can be given written assignments where they use the information that they gathered and go back and answer the same question again. A general discussion can be had with the class on the cost of civilization, and culture. Though the Tang dynasty expand and it did flourish there was a cost, and this will allow students to have a greater appreciation of not only Chinese history but in history and life in general. There is a price to be paid for having peace at home, we might not see war at our door steps, though some students might on a daily basis, but it’s there, somewhere. 

 

[Percy Ortiz]

Reading the writings of Wang Wei was in a way like a hike through the woods. His writings are imbued with many images of nature; heron, ducks, egrets, trees, and mountains. As I read his pieces I couldn't help but think that a comparison between him and Henry David Thoreau might be good. Comparing the life of a poet/writer living in the woods. Though I was quite impressed with Wang Wei's ability to convey in nature a sense of merging with the natural world as opposed to the civilized world which is deemed "natural" or normal. You get the feeling that you are there by the descriptions where mountains are humid, leaves are wet or one can sense the solitude when a gate is opened which pushes aside the moss that has grown on the ground. A particular piece that stood out was The Cove of the Wall of Meng where he says that his home is among the old trees and how he differentiates his existence and life and that of the future poet or person seeking solitude. He states, 

My new house

     is at the beginning of the wall of Meng,

Among old trees

      and remains of decaying willows.

The other, after me, 

         who will be?

Vain his grief

    for this which is mine.

Incorporating this into a lesson could be tricky, but is a great opportunity for students to take a glimpse in to life outside of the urban centers and villages. One can use passages of Wang Wei and have students compare them to accounts of life in Chang'an. How did scholars in the cities live as opposed to those holed up in the mountains? A question that could be asked to students is how easy is it to move to the mountains and live there for several years? How is able to do that nowadays? Were people like Wang Wei vagrants that simply decided to seek solitude or were they well off?

[Percy Ortiz]

Reading these documents left me surprised the extent at which people used contracts and in a way were forced or had to keep their "word." When coming to an agreement with others or in this case when using land from a landowner. The first piece was surprising how people fearing that they might lose a case with the local master rewrite a new contract where they recommit to following his request, and to do more than before. It's as if the owners of the land also had the power to make contracts with people who were living in his domain, which in a way were family agreements and sub laws within laws. In a way it reinforces Confucian thought of how the servant must serve his master, and how his master must treat his servant in fair manner. However, this in a way sidesteps Confucian thought and imperial laws because the landowners were now dealing on a one on one basis with the common people. In many ways they were committing themselves to serving the local rulers. 

The second document sheds light into the way people conducted business and kept responsibilities in check. Despite the fact that the widow has two children, someone is stepping in to take over the position of husband. However, when you look at it from a different perspective it is not the widow that is renegotiating the contract, but Wang Mengxi, the man who will be moving in to Lu San's, who is dead, house. Nonetheless, Wang is promising to "diligently cultivate the land, and earnestly raise the two children." If using these documents in the classroom students can be asked at what times do we use contracts in our daily lives. Also, students can be asked, when do you think it is right to have a contract? Do we also have contracts where we promise to give someone money on a regular basis? These questions could prepare the students in reading the texts so that they too understands the extent of contract use in our daily lives, but also how people's lives could easily change back in dynastic times.

The last piece was interesting to read because once war erupts it throws ways of life up in the air and changes either remain or inevitably change. We see that in a county the servants have taken up arms and are no longer willing to serve their master, while in another town the local gentry has managed to muster up a militia. In both cases, one can deduce that the way masters treated servants mattered. Being fair and honest might have gone a long way in times of turmoil or could simply put a stop to one's wealthy lifestyle.

 

[Percy Ortiz]

As one teaches students about China one usually starts by introducing them to its geography and then moves on to giving them a general overview of the topics that will be discussed, in this case the major dynasties that came to power after the Han. One area that is central to understanding dynasties after this time is the firm rootedness of Confucian ideology. So, after student have understood what Confucianism is and how it spread into society, the number one component of this way of life being filial piety, one can introduce this primary source when talking about the Ming. An Imperial Edict Restraining Officials from Evil is a good document to use as a culminating task for students. A graphic organizer could be used where students compare Confucian writings from Analects and those to Hong Wu's proclamations. Students are given the task of finding passages that match of talk about filial piety, loyalty and rectification of names throughout the Ming Emperor writings. Students could be asked to think about how ideas continue throughout the years or how ideas can affect the lives of everyday people or how they have long lasting effects. Having two primary sources and having some background information on Chinese history, the textbook, and maybe a couple of cornell notes from short instructive videos, students can be given the task to write a five paragraph essay that explains the importance of Confucianism throughout the different dynasties that existed in China and its people.

Aside from the connections that can be made with Confucianism and how this document can be introduced or used by students, these two pieces show someone that holds firm to the idea of loyalty but of upholding one's name and building on that. Thought he realized that he had risen to the zenith of power we see an Emperor that is conflicted with managing an empire and the contradictions which were attached to such authority. When talking about the hardships he faced during times of chaos the emperor states, "I also lived in that chaotic period. How did I avoid such snares? I was able to do so because I valued my reputation and wanted to preserve my life." Of course a few lines later he admits to having taken a concubine. So he is clearly aware of the contradictions presented in life and in power, but he focuses on "evil" and the "doing of evil" which means the love of "money." He admonishes the people not to desire money and wealth but to hold fast to the old ways to honor ones ancestors. In his Dismissal of Excessive Local Staff Because of their Crimes the emperor admits that ruling a kingdom is not easy. At times he even sounds like a Daoist priest stating, "The harsher the punishment, the more the violations.....If I enact lenient punishments, these persons will engage in still more evil practices." However, it also shows how Confucianism was still important and the need to implement codes that would enforce those teachings hence he continues the practice of meritocracy while ruling with an iron fist.

 

 

[Percy Ortiz]

Dr. Ye's seminar was very insightful on many levels. First, in trying to make a connection between the archeological findings that have been made in Sichuan, and how they coincidentally align with civilizations of the Maya, Babylonians and Egyptian Pharos. I found it interesting how he just placed introduced this factoid before going deep into his lecture. I also enjoyed how he used the arts to talk about history throughout China and how that might shed light into how people lived in the past. The extensive contact that Tang Dynasty had with the world is still something that I am beginning to appreciate especially after he mentioned how Qing Emperor Kangxi commissioned a collection of poems from Tang times, which contains 49,000 poems. When he pointed out how these poems could be broken down into four sections, and that to the trained person simply reading a poem would tell the reader during what period it was written was fascinating, taking into account the changing cultural norms of the time and the continual merging of Confucianism, Buddhism and Taoism into everyday life.

What I found to be the most valuable was the use of how language was used in the past or at least its intended method of using it while reading say a piece of poetry. His observation and comment on encouraging people to read traditional poetry not in the standard Mandarin form but in the local dialect was key to his overall message. One can gather that just like Spanish in Spain and Spanish in the Americas is fluid and have been influenced by different regional languages and neighboring dialects so too have the languages in China. It gives you a greater appreciation of language but also gives you a clear distinction that when you think of "China" or "Zhongguo" you cannot think of it as a place with one type of weather, one type of diet, one time of life and one type of standardized language.

This is a type of discussion that at times I have with students, especially regarding the reading of primary source texts from the 1700s, when the language in the US was a bit different than what it is now. So, how to integrate this message into the classroom? Well, when teaching about China we must be conscious to point out how diverse the country is and the different dialects that exist even within the larger ethnic groups, and maybe compare that with regional differences between New York, Texas and California English. Simple little things, like superimposing a map of the US with a map of China, and looking at the different weather patterns in the US and China can make learning a bit more enlightening to the students. Making them think of even the different types of deserts that we have here in LA County and the diversity of that can give students a better chance to have a more nuanced view of Chinese history.

Finally, what the Qing Emperor thought was the solution to ruling their newly acquired empire made sense to out Chinese the Chinese. I get the impression that by this time they might have been so familiar with their neighbor and had had so much contact with each other that adopting some administrative practices and even language was easier for them. Maybe the Qing was more open than the Mongols in this respect. However, it brings up a question that seems to linger. If kingdoms in Korea existed during this time, and they had incorporated some Confucian ideologies as well as Buddhist beliefs how different were their neighbors to the north? What about Japan during those times, how was their process of acculturation?

[Percy Ortiz]

The story The Village Headman and the New Teacher had a deeper impact on me than I thought being that later in the day I found myself retelling the story to another fellow teacher as we walked to meet our students who had just finished the marathon. What stood out the most to me was the discussion that took place at the temple, and where several village leaders or elders decide on hiring a local teacher. At first it seemed that they were simply trying to get a tutor for a village headman who's doing better day by day. The tutor has a proven track record by having tutored a student who went on to pass the civil exam. A few days later, the teacher, Zhou Jin shows up in all his regalia to the village to talk business with the elders. On that same occasion, a new government official, Mei Jiu, who's just past the civil examination, makes an appearance. There is a discussion of this and that, and unfortunately the teacher becomes the verbal punching bag of jokes for those there. Yet, Mr. Zhou remains steadfast to his decisions and agrees to become the village teacher. Sadly or ironically when it comes time for the families to pay the teacher for his services all he gets is a couple of pennies here and a couple of dollars there, far below what was agreed upon, but he gives it to the monk to cover for room and board. Finally, we find Mr. Zhou patiently teaching the village's best children who are all too willing to get distracted and play around the moment he turns his back on them. 

In a way this story, though a bit exaggerated, gave me a sense of solace that the role of a public school teacher has at times been under appreciated even in East Asia. Mr. Zhou's experience sounded more like many of the public school teachers here now, who are making just enough to get bye, and are there every day doing battle with students who want to be on their phones or who stop doing work as soon as the teacher turns around. Yet, he is there doing his job and over time successes happen and students are promoted to a better life. 

It was interesting to see the dynamics of what was going on in the village, people getting rich off gambling, and those moving up in social status mocking those at the bottom. I wonder how Buddhism and Confucianism did during these times. It appears that Mr. Zhou is more self-controlled and explains the reasons for not eating meat as a promise to Buddha, which could also be in line with Confucian filial piety of honoring one's parents. There seems to be a critique of society embedded in the story. People are up to trickery, but also wish to be educated, yet the elders are eating well, caught up in the local gossip, they keep tabs on who pays what and when it comes time to pay the teacher, he's given just enough to get bye for a month. This piece gave me a better perspective of the day to day lives of people and how decisions were managed in society at that time. 

[Percy Ortiz]

Reading through this text made me think of how we take contracts for granted these days. I never really looked into the origins of the contract or the purposes behind them. Then to have read through these sample contracts makes me realize that not only did it help maintain order but also offered a standardized form of legal compacts to be created when need be. What was a bit disconcerting was reading through the section of buying and selling concubines and sons. Once sold and if they happened to die that was that. Kind of scary to think of that from today's standards where we always have some connection to family. I was also surprising to read that workers also would sign a contract and have to go by its terms whether good or bad.

Zhang han's essay gave me some insight into perceptions Ming officials had towards people in different regions of the empire. According to Zhang, foreigners in the North were "recalcitrant and their greed knows no bounds......we cannot rid ourselves of their demands. What is more, the greedy heart is unpredictable.....I don't think our present trade with them will ensure us a century of peace." This shows that the Ming already perceived troubles to the north. It also shows that people to the north were more a threat than a stable realm of trade. On the other hand you have the south where, "foreigners trade with China under the name of tributary conditions. That means China's authority is established and the foreigners are submissive...the southeast foreigners are more concerned with trading with China than gaining gifts." This shows that the south was more amiable to Ming authority and in a way it was a "double win" for all sides. What is interesting to note is that the Ming were dealing with various groups of people with different cultures. On the one hand you had trade going on and on the other a form of cultural exchange and diffusion. Like Dr. Dube pointed out in our first meeting, China has multiple countries surrounding it and each one has different. 

This document is useful to give students a glimpse of the geographic distances that officials had to cover, and the vast differences in trade and forms of peace that the officials and the Emperor had to deal and making it all work. It gives students a good perspective on the different attitudes officials had with different kingdoms. This could be a good point to focus on when talking about present day US politics and our president's perception of Mexico vis a vis Canada or better yet Puerto Rico and England to make a better comparison from the 8th grade perspective one could look at how colonist perceived Native Americans in the Northeast as opposed to the South, and the different ways they made peace and agreements with them. I recall visiting the Native American museum in Washington D.C. and seeing William Penn's wampum after having purchased Pennsylvania from the Lenape people. This document could serve multiple purposes and could give students a deeper insight into how the Ming and the US ran and run their governments.

 

[Percy Ortiz]

Key points that stood out after reading Qin Penal Servitude were that if you were convicted of a serious crime you'd get your foot or nose cut off and be tattooed. This in today’s standards is quite drastic. Convict laborers were also supposed to only wear read and be in chains. I found it surprising how they had to stay outside the walls of cities, and were not allowed to cross markets. One a foot or nose were cut off that put you in a category that was outside of normal society. Also, the different height regulations that were put in place seemed quite telling. It appears that the state had not trouble having child convict laborers in the ranks and I can imagine that they served a purpose in the daily work requirements. What also stood out was how if a sister or mother were convicted of a crime the son or brother could take their place and be sent to work in the frontiers for five years. 

In order to get my students attention, I would ask my students what their opinions about tattoos are. I would ask them what kind of people get tattoos these days? Maybe I'd give students excerpts of this document and make them read through some of the punishments imposed on criminals. Maybe show students the different tattoo designs that were given to convicts in China and maybe Japan. From the perspective of an 8th grade teacher I'd try to compare a debt laborer with indentured servants that came from Europe during colonial times as see what the difference and similarities might be, maybe I'd go as far as compare the institution of slavery or penal codes in colonial times with those of the Qin to see how criminals were treated here as opposed to back in the days of China.

[Percy Ortiz]

Another point that was brought up by Prof. Dube, and that has been recurring in the readings is how the Southeast was seen as more amiable to dynastic rule as opposed to the Northwestern people and Northeastern pirates. I suppose that the farther south one went the more sedentary and agriculturally based people were as opposed to people from the North who were more nomadic, but was that the only reason why dynasties had a difficult time establishing authority in those places? Why was their capital closer to the north and why was it not moved further south where the people were more receptive to their authority or could it be that power needed to be close to where the possibility of trouble was highest and if need be authority could be moved during a major war? 

From Prof. Dube's lectures there is a pattern that can be seen. The northern frontier is a contentious place and authority is tough to establish, the Qin begin to build walls, the Han do so too, the Song are defeated by the Jurchen, and finally the Mongols conquer all of the Song and more. Alas the walls didn't do much. Nonetheless, Mongol hegemony only last's a couple of decades only to be pushed back to the steppes once again by the Ming. Yet, there is another Northern tribe that manages to weave through the different defense barriers built and conquers not only the Ming, but adds more territory than any other dynasty could ever do and maintain control over those areas, and this group is the Qing. I would argue that after years of wars, conflict, uneasy trade and tribute, the Qing come into China more acculturated than familiar to the ways of the Ming. They most likely already knew how the system that was in place functioned, and simply decided to enforce what already existed and worked, rather than recreate the wheel. Could it be that by this time, this particular Northern tribe was more like the people of the south say from some minor differences in diet and transportation? Were people in the northern frontiers able to read Chinese characters? Did they have Confucian schools? Did Buddhism help them maintain some kind of order and reinforce their rule?

 

[Percy Ortiz]

What I found surprising from today’s lecture is that the saying, Communism with Chinese Characteristics really has characteristics that go back hundreds of years. I did not know that Mao Zedong would compare himself to the Han and Ming founding emperors in order to be seen as centralizing power. Another aspect of today's lecture which I found interesting was how some people were buried in jade suits. I wondered why would people want to be buried with a jade suit was it as a means of connecting with the afterlife? Was jade seen as being connected to water, life and organic material? 

[Percy Ortiz]

Reading this short story makes me think that Tao Yuanming might have been predicting the discovery or sudden opening of the Americas. Doubtful, but rumors did spread and in the few years the great Columbian Exchange began to introduce all the goods America had to the world. This short story made me think of that ideal place that we might at times desire to live in or possibly find. Having satelites revolving around the earth it is tough to see a story like Tao's being as appealing as it might have been 1500 years ago, but it does make you wonder. It is interesting to see that the writer is looking back at a time of chaos right before peace began to prevail over the land. As an introduction to the topic of war or human disasters, The Peach Blossom Spring, can be a good introductory reading activity for students that have learned about Qin and Han Dynasty in 6th grade and are now in 7th grade and will start learning about the Tang Dynasty. It can give students an overview of the general feeling that a person had at that time, when people knew that in the past people had had better and more peaceful times. Students could be asked to write a short reflection on the perfect world. Can a perfect world exist today? Where would it be located? 

After giving students a general overview of the dynasties that existed before Tao's time students can be asked to think of the time the author is living and to the time period he is comparing the people that are in the story. What would make the author write about an ideal or utopian place? What would make some one today write about "the good old days" or about a place and time where there was no war or violence?

[Percy Ortiz]

Visiting the Chinese and Japanese gardens at the Huntington Library was a great experience. The weather was almost perfect and our guide was insightful and energetic. Walking through the Chinese garden immediately took me back to China, but at the same time it was like our guide, Nino, said, "We’d be going into our own space." Upon arriving at the edge of the lake I saw swallows diving down to the water barely grazing the lake catching tiny insects, similar to what one sees at Beijing University's Weiming Hu. Nonetheless, a hummingbird suddenly made its presence known as it hovered for a few seconds in front of us reminded me where we were. 

Nino explained to our group the different levels and qualities of tea and how valuable that industry has been to China, reaching the heights of white tea drinkers who reserve tables ahead of time to the more common black tea. I somehow got the impression that this aspect of the Chinese garden was more informal than tea ceremony room in the Japanese garden, where there is a solitary small room dedicated to the ceremony. On the other hand, it seemed that the intended goal for the ceremony is to reach a state or relaxation, and this was highlighted by Nino quoting the Japanese phrase, "ichi-go ichi-e " which she explained meant to "savor this life," and "to make the most of the moment." The many wood carved panels found in the Chinese garden were in slight contrast to the more simple designs of the buildings found on the Japanese side, though I might be mistaken by this observation. What Prof. Dube pointed out on our bus ride home also became more crystalized in my mind, a rock or Zen garden could be found in the Japanese garden while the Chinese lacked this detail though there were plenty of rocks to enjoy and see. Nino, our guide, also mentioned how Japanese priest that lived far away from the sea or from bodies of water would make rock gardens as a way to meditate. She mentioned how priest make wooden rakes with teeth of different widths and lengths. As the priest "rakes" or "plows" the tiny pebbles they meditate and allow their feelings to make water scenes with lines that look like waves, a flow of a river or ripples of water. What stood out to me was the penjing and bonsai landscapes. Though both are very similar there were quite distinct, with the Chinese miniature landscapes being more elaborate and rendered.

Now, to the question on how can this be embedded into a lesson, and in my case, for middle school students?

In 7th grade students spend some time studying the Song dynasty and how commerce flourished. Building on this threat of information, I would focus on gardens and how learned people, government officials, and merchants built their gardens as a way of relaxation. I’d start with a warm up question, which my students regularly do when they come into class. I’d project a question, in this case: Describe the perfect relaxing place or a place that you like to go to relax. Is there a place or places where we go with our families to enjoy or selves, to relax and to forget about work or homework? Is it better to relax in a room or in the outdoors? Why or why not?  Describe your perfect relaxing moment or a moment where you just forget about everything and just chill. Where would that be? Who would you be with? Why? What would you want to do there? Then I’d have students share in their groups for a few minutes before calling on them. After that I’d talk about the gardens that people made during the Song dynasty. I'd probably bring different kinds of green and black teas and let the students touch the different kinds of teas. I'd encourage them to smell the different varieties as well. I'd ask them to tell me why tea drinking might have been popular during the Song dynasty and why would people want to drink it in their gardens. In addition to that, I'd be building on the different motifs that could be found in these gardens, like wood panels with pine tree, bamboo and plum blossom designs.

Introducing students to Japanese gardens could be done by bringing in a small version of a rock garden and explaining to students how Zen masters meditate in these gardens that the practical aspects of having a rock garden as opposed to a regular garden. I’d also highlight bonsai trees and if possible bring one into the classroom so that students could see for themselves what a bonsai tree looks like. Bonzai trees and comparing them to the Chinese form of penjing would give them a great opportunity to compare and contrast both forms of miniature landscapes.

After having studied these topics students would then go on a field trip, like the Huntington Library to see for themselves what Chinese and Japanese gardens look like. If that were not possible then projecting photos to students of these two types of gardens would done. Ideally, such lessons ought to culminate in a visit to a museum or in this case the Huntington Library where students take at least 10-20 notes. Once back in the class students could write a reflection on what they saw, and compare and contrast the differences and similarities. Maybe giving them questions like, which garden seemed extravagant? Which one do you think would be easier to maintain? If you were a scholar or warrior what type of garden would you have and why? How would you design your own garden? I might even give them a sheet of paper where they design their own garden using the plants available to our own geography. This might be a good opportunity for my students to talk to their parents and ask them about what types of flowers and plants they would have or the types of trees they’d include. Would they have a pond or rocks? An artificial river? Turtles?

[Percy Ortiz]

 

The Salt and Iron Debate was a fascinating read because it sheds light into how government was run during Han times. It's also surprising to see that records like these were kept and actually found. While reading through the passages I couldn't help but think how it almost seemed to be a discussion between a giant corporation like Walmart and small mom and pop stores struggling to survive or better yet co-operatives. One side taking turns on explaining how and why their methods should be employed in the betterment and maintenance of their society. The learned men offer good arguments to why monopolies should be removed and how agriculture should be emphasized, but then we read from the ministers who argue that having control of iron and salt industries allows for a well-regulated kingdom. I somehow leaned a bit with the learned men, though the ministers have good reason to provide for those living in the frontiers of its realms of influence. I also wonder how legitimate was the argument of maintaining a monopoly so that there are means of fighting off invaders from the north, which made me think of today's climate in the U.S.

A question that came to mind was, are state run enterprises today, in China, any different than they were during the Han? Could the same arguments apply? 

Another question that came to mind while reading the article was, what are we heavily dependent on today? What is the product that permeates through our everyday lives in such a way that war would be a valid argument to justify our dependence on that material? 

Then I thought of all the uses that oil has in the power, clothing, plastics, trade, and agriculture industries. Would it be better for governments to have control of such raw material or is it better left to the people or companies to control? Are people affected any less depending on who controls these raw materials?

One thing that the article does shed light on is that by the Han times, like Prof. Dube mentioned, the Han were heavily dependent on iron, for making weapons and all kinds of every day implements. It was necessary for this industry to be regulated for it very own survival. Salt seems to fall along these lines as well because it has been such an essential commodity throughout history to many kingdoms. Salt allowed for the preservation of food, which then allowed it to be transported and sold somewhere else. Salt was the basic ingredient in cooking. What kingdom, dynasty, corporation or government would not have a vested interest in controlling these commodities?

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