[Robert Docter]

In reviewing this course, I appreciated your question, Andrew. I think there's going to be a sharp increase in pressure for naturalization for younger Japanese immigrants coming to the country. The Japan Times reading from this session highlights that growing tension. As it details the accouts of three individuals who all call Japan home, one is Chinese and the other is Korean. They bring up the concerns of voting limitations, especially in communities where the immigrant populations are soaring and approaching large majorities, "According to the Shinjuku Ward Office, the bustling shopping and entertainment district’s 43,065 foreign residents as of Aug. 1 accounted for 12.3 percent of its population — by far the highest ratio of any municipality" (Fitzpatrick 5). 

[Robert Docter]

The post WWII economical path of Japan, often noted as a "Miracle economy", was a fascinating progression. American demilitarization, democraticizing business, the cutting of big firms, all sounded very progressive. Interistingly, especially in a cold war hysteria,  was the radical shift with union membership and demonstrations (keep in mind US involvement that led to this). The fear of Japan's economy and business handling was getting too radical and the reformism was halted. It was funny to hear about the Americans paid to teach better practices as a response to the reforms (ex. Dr. Deming). This then turns to the more open market on the global scale and the driving consumption of Japanese people (after years of not having oppurtunity to do so). Perhaps its the private sector and government relationship in all of this and the battle between too much reform and intervention versus economical freedom. 

[Robert Docter]

The women's role in the modern Japanese family caught my attention as well. The six days a week/sixteen hours a day work week creates such a toll and interesting dynamic on the family. I was wondering the same thing about educated women and the availbility of simultaneously pursuing a professional career and a family. Additionally, it's interesting to see the similar changes to the family structure with the milennial generation in Japan. As Katada mentioned, the age to marry is moving later into adult life. Less children are born, and the country is facing a growing size of aging citizens. Hearing about the increased attention of elderly care made me think about the same issue occuring with baby-boomers here in America. 

[Robert Docter]

The Anpo Toso movement, occuring in 1960, stoodout to me due to its year and the tensions with the postwar alliance with the US (after WWII). The pictures in the lesson reminded me of the famous student-led protests in the late 1960s in the United States. I found it interesting to see similar sights, way before the US's student-led protests. I did my own dive into the Anpo protests, finding farmers, students, women, and intellectuals alike clashing over a variety of tensions, including the topic of the US. I found similar scenes of protests to the US such as protestors met with water cannons from police. The photos looked a lot more recent than 1960. 

[Robert Docter]

Most of the content in this seminar relates directly to the 2nd semester content of my 10th grade world history course. Particularly WWII and the Japanese and Korean War efforts. However, I've been trying to think of ideas to implement some of the content in my 11th grade U.S. History course. Prof. Yamashita's lesson sparked some ideas, specifically the life in wartime in Japan (1937-1945). Comapring war time efforts between the US and Japan can provide a multi-view approach to war time efforts and "total war". The rice poridge examples, community groups, food and commodity shortages, the movement out of the cities or a few examples that could highlight this. The amount of young children and "non essential" urban dwellers to leave cities highlighted to total involvement a war could have. Images of all the children in the country side, some very hungry, is an example that can resonate with my students. 

[Robert Docter]

Prof. Dube's use of Time magazine covers helped my understanding of recent Chinese history while also modeling a valuable teaching technique that I wish to emulate with both Chinese history and other topics. The striking contrast between the Nationalist Party/Kai Shek to Mao's cover just a few years later was telling of the shift in China just by projecting two images. It was also interesting to hear about the Time magazine owner's personal interest with China. Similar to the use of political cartoons in a history class, analyzing the covers was beneficial. For example, the September 1963 "Red China" cover. 

[Robert Docter]

Thanks for bringing this up, Matthew. Peck's brief analysis of Japanese business communication made me question a lot of the reading and movie-watching I've done - not only Japanese but other foreign arts. Whenever giving primary or secondary sources to my students, I find the obvious tier I, II, and III words when planning a reading scaffold. But the simple use and timing of phrases, along with the pauses and tensions that don't make it into words, adds a whole other dimension. 

[Robert Docter]

This session was very fascinating and a much differest taste versus the other seminar sessions. Architecture goes beyond the art, but reveals the values, traditions, family and social structure, and resources of a particular society (just to name a few of a long list of examples). Zen Spaces... provides so much information beyond the architecture and dives deep into the historical progression of Japan. It also reveals the urban planning in Japan, especially the modern age. A few highlights of this book and Bharne's presention caught my eye personal interest and relating it back to my life. Charles and Henry Greene's Gamble House has always fascinated me as I grew up near Pasadena, but seeing how its styles and influences from the Greenes admiration of Japanese syles and designs is an early example of Japanese culture, style, and influence have made it west. From Gamble to Frank Lloyd Wright, LA's most famous houses derive from the Japanese influences - influece that makes its way to movies, television, and photography of LA. 

[Robert Docter]

The "Rise of Modern Japan" provided new insight to Japan's rise, similar to your response, Kurt. Specifically with modernizing technology, their 2nd industrial revolution saw 85% of its households with electricity in 1935, versus 68% of American households (maybe data from US great depression, but still an eye-opening statistic). Additionally, Japan's Zaibatsu system was an interesting topic discussed by Prof. Yamashita along with the reading. I found this very unique for their economic rise versus the western influences. I was trying to grasp its family owned/vertical integrted monopolies and how it positively worked. Relating it to my knowledge of Mistibushi here in the US was interesting as well. 

[Robert Docter]

I agree with you Dennis about the impact of diaries. It was fascinating to hear of Prof. Yamashita's work with diaries from the Japanese point-of-view. As I teach a high school world history course, the use of primary sources, especially from non-western points of views, is vital when truly grasping a "world history". His examples in class for the snippets provided a clear visual for me. For my students, a diary of that viewpoint coupled with other forms of evidence enhances the understanding in a deeper and more meaningful way. Daily Life in Wartime Japan will enhance the my curriculum and was grateful to hear from the author himself. 

[Robert Docter]

When reflecting on the historical encounter activity, I found the learning of the material very valuable. Firstly, it helped me understand different problems, challenges, and arguments in the Qing Dynasty (although It was very hard as the revolutionary!). I found myself doing lots of outside research. Qiu Jin has had some recent press and recongition by the New York Times and other blogs due to her revolutionary tactics and her feminism. 

More so, I enjoyed the structure of the encounter. Especially being in a high school History setting, I look to use this idea. Variations can include groups for different leaders or figures. I'm looking to create some similar lesson activities for this upcoming year!

 

[Robert Docter]

Reading this primary source was fascinating in regards to Britain sending a "...nationals to be accredited to my Celestial Court...", followed with the strong "no" from Emperor Qianlong. Dennis' comment above about bringing this perspective when talking about King George III in a U.S. History course is valuable. It also fits into discussing global relationships in the 18th/19th centuries in a World History course. The Emperor strongly rejects the proposal to have an envoy due to cultural reasons "...adopt Chinese dress..." or the restriction for Europeans in to return home at all. There is a flexing of power and strong resistance to European influence in the document. It provides a very clear counter view and argument to Britain's desire for furthering their global power and presence during that time. 

[Robert Docter]

One of the (many!) takeaways from last Saturday was the naming controversy for the sea that's between Japan and Korea (Sea of Japan according to Google Earth). As the seminar and reading detail the history between both countries with its history of painful memories of occupation, I was fascinated by the weight of naming geographical places and the implications they can carry. More so, It was a reminder for me as a High School History teacher to not merely throw maps or geography matching activities to my students. Rather, an examination of Geographical names is vital to understanding a particular place. Not to simply tell students that the sea between these countries is "Sea of Japan", but to instead go into detail about the naming of that sea from multiple angles and perspectives. Even Geography has bias that needs to be addressed. Additionally, the few articles discussing the name of the sea reminded me of the weight of History books in general. Last year, I remember a man speaking to my teaching class from LAUSD's Social Studies curriculum department. He shared about the protests of certain groups when LAUSD adopted a new social studies textbook last year due to names of places, lack of details about specific events, and/or biases in the texts. 

[Robert Docter]

Reading the NPR story about Han Seong-OK struck a chord, more so about the isolating and lonely life she faced when arriving in S. Korea. Although she was pursuing a better life, it was heart-wrenching to read about her and her son's death. The fact that it took two months to discover them. The question of responsibility leaves the reader wondering. I appreciate your link to LA as its a similar issue to the rise in homelessness, including families with children. 

[Robert Docter]

I was struck by the number of Chinese College students in America as well. I had to reread that line. It was also interesting to hear the view towards American education as a near "cop-out" versus gaokao. Reading the first part of the article brought me back to my undergraduate days. Two out of four roommates of mine were from China to study medicine. They never mentioned "gaokao" specifically, but I remember them explaining the incredibly intense examinations as high-school age students. One of my four roommates was from South Korea as well, and he explained a very similar type of testing day in Korea called, "Suneung". The country nearly devotes itself for the test date as students prepare for years to take the test before they head to college. 

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