[Ryan Carothers]

Master Moh has encouraged me to turn my own family member in. I would respect Dad, if he followed the law. My obedience would be dutyful, in that case. Unfortunately, he has rejected the law. If I protect him, civilization will implode. I know the Daoist will criticize me. Needless to say, the Daoist is lost. He cannot see the forest from the trees, having run away from civilization a long time ago. Just ask, and he will admit --- he does not know his own way! Simply put, he does not know how to maintain the civilization we have spent so long building. To the Confucion --- I must say actions speak louder than words. Mumble many high, and lofty ideals --- I build them from the ground up!

[Ryan Carothers]

I've shared clips from the Confucious movie (it has English subscripts) with my students in the past. This made the lesson more relevant for my students, and made them much more interested in this time period. Nevertheless, one must use this movie very carefully. It is important to note that it is not accurate in every way, and that it is somewhat hagiographical (going on to explain what this means). Then, to have the students share how the movie romanticizes this man in some ways. Professor Dube mentioned two other movies covering this period in history. I've forgotten what they are called, but would love to have their titles posted somewhere. Fill-in-the-blank movie guides, and some handouts that help students separate fact from fiction in them would be very useful. I think this would also build critical-thinking/media skills. I enjoyed the unit Professor Dube made very much, and role-playing the different schools of thought is one of the best activities one could do. I'm thinking about how to make worksheets that bridge the divide betweeen some other civilizations that existed at this time, allowing for comparisons and contrasts. This would be a very useful activity for AP History. There are some simiaraties between the schools of thought that we reviewed in today's lesson. Is there is a reputable book on beliefs from before the first dynasty? This would provide a foundation to help me see how the subsequent philosophies developed. The Axial Age is fascinating, and might show human beliefs evolve based on a certain level of material culture. This is somwhat akin to Maslow's Heirarchy of Needs. 

[Ryan Carothers]

The second video was the most clear, and concise outline of Ancient Chinese History --- that I have seen thus far. Because of this, I will focus on what I learned in it, and how I might share or expand upon some of it's information with students. I enjoyed the slides that had spiralling questions. This is good pedagogy, and ensures deep thought and long-term retention instead of the rote memorization that is so common in some AP classrooms. I think bringing some objects into the classroom (preferrably reproductions) would help to make this teaching even more concrete, and tangible. I do not know where to get reproductions like this. I would appreciate any suggestions! I also think it would be good to have students write messages to each other and decode them using an oracle-key. Again, this would be fun & memorable. Finally, there is a need to show a connection between this ancient history, and other civilizations that existed at this time. At the very least, there is a need to compare, and contrast them. I am not sure how to make this comparison and contrast fun.

[Ryan Carothers]

Hello,

My name is Ryan, and I have taught middle school and high school. I took a break to puruse a master degree. I mostly studied North American, and European History. Now, I am looking forward to learning more about East Asia!

[Ryan Carothers]

I was only able to watch part of the videos. The links seem to have frozen (perhaps it is my connectivity). In any case, I will add to these comments later. I am not sure why there is so much angst over the idea that we might become number two. It is always hard to go from being the world leader --- to losing one's splendor. I think the British accepted this change. The French? Maybe not as much. In my own opinion, we can retain leadership in the world. However, this will require making investments here at home (tax-payers are loathe to do this), and maintaining alliances abroad (isolationists think we can go-it alone). The course we choose, will cause an unstoppable force to meet an immovable object. or simply have us fade into the background --- while the luminosity of China fill the scene. Given recent US policies, my guess is it will be a mix of both --- which is most unstabalizing. China was in a position of weakness under Mao. Now, they have much more strength. I think this means the future is less predictable.

[Ryan Carothers]

I thought it was interesting to learn the One Child Policy is not the only reason for an aging population. Instead, affluence and personal choice have a lot to do with this. This is a paradox, since restrictions 'and' freedom have shrunk percentage of young people. It's interesting to note older generations think the United States is a threat as much as the younger generations. This was counterintuitive since the older generations must have been exposed to Mao's propoganda, and many young people have studied abroad. If the poll was more specific, and nuanced --- then it might shed some light on this divide. Maybe there is a need to use the word competitor? China's taken great strives toward renewable energy. Nevertheless, I wonder what their impact has been on developing countries is SE Asia, and Africa (where they get so many of their raw materials)? In addition to this, the lack of fresh water in many Chinese provinces is stunning since this could lead to war. I'm thinking of the current dispute between India, and China. Is there any way to forcast the impact China's weather altering technolgies might have on it's neighbors? 

[Ryan Carothers]

The economic changes that have taken place in China since 1978, including the ability to make money outside of the quota --- have clearly led to a dramatic rise in the standard of living. For instance, the ability to rent a condo for five years, then purchase it shows capitalism has improved the lives of many Chinese citizens. Based on the previous lecture, it is clear this has not trickled down and around to the migrant workers as much as we would like. However, protests against chemical processing plants show there is much potential for these changes to "float all boats." Freedom of speech seems to be the last. I am suprised the government in China has been able to regulate it so much (or, at least that is the impression we get in the West). Dr. Dube noted how membership in the church dwarfs that in the Communist Party. I wonder if this has anything to do with the fact that many writings in the New Testament seem to echo values found in Confucionism? For instance, the Apostle Paul's instructions regarding relations between husbands and wives, parents and children, or masters and servants? The popularity of Christianity is new, but the chord it strikes might be very old (possibly reflecting the traditional values from before Mao). This is just a speculation on my part. But, it will be interesting to see how this religion will synthesize with the culture at large. 

[Ryan Carothers]

The rapid economic development of China reminded me of what happened in Great Britain and the Unites States. But, instead of taking three centuries --- it took a few decades. Based on this rate of growth, The Belt and Road Initiative underscores the need for competitive structures to be built in the West --- if we wish to remain competitive. I am thinking about the Trans Pacific Partnership. New Skills at Work highlighted some of the weaknesses in China's economic structure, and included some suggestions that would allow for continual growth. I thought it was interesting J.P. Morgan encourages increasing access to universities, and vocational training to retool workers. Also, that they encourage giving workers more incentives or buy-in to the industry that they are in (thus, increasing worker productivity). It would be good for us to follow similar advice in the United States. I think it would be good for students to compare, and contrast the issues that help or hinder economic growth in China, and the United States. J.P. Morgan might have a similar article on the United States that would make for an easily constructed assignment. I'm thinking the students can read both of them, then discuss a set of questions and propose solutions within a small group. 

[Ryan Carothers]

The first lecture was very useful since the map will help students to imagine the size of China, and remember the location of it's major cities. I was struck by the article by Kam Wing Chan. The Hokou system goes a long way toward explaining the dramatic rise in China's economy since it is built on the labor of so many people who cannot escape their class. Nevertheless, the system seems unsustainable due to reproductive issues. I expect China will adapt by incorporating artificial intelligence, maintaining productivity in spite of an aging population. Still, one must wonder if they will be able to do this as effectively as Japan. In addition to this, the distribution of resources (put another way, most of the profit going to the top) might reach a breaking point. I wonder how to incorporate material from the 2nd lecture into a high school class? International students, and their parents might object to some material if it goes against the narrative they were taught in China. It would be useful to hear how other teachers have handled this. The evolution of propoganda (as shown in artwork) might allow students to draw their own conclusions. Nevertheless, I thought the second lecture was very interesting. Xi Jinping consoldated power (as one of our readings notes). The author of this article mentions a number of ways the United States might respond. I want to mention one more. In order to strike a balance with the Road and Belt Initiative, the United States could develop high speed transportation from the north to the south (meaning, down to the tip of South America). I expect political resistance from those who oppose free-trade. But, there is a way to mitigate this resistance --- by investing in opportunities here at home (in the United States). 

[Ryan Carothers]

Hello everyone. My name is Ryan and I live in San Jose, CA. I used to teach seventh-grade World History, but left my tenured position to pursue a master degree.  In the meantime, I've continued to work as a substitute and tutor. I know the most about U.S. History and Late Antiquity. I believe this seminar will expand my knowledge (which is very important). I am excited, and looking forward to everything we will learn. 

[Ryan Carothers]

This remarkable lecture captured the rapid changes that took place from the battle of Sekigahara (1600), to the educational reforms made by Fukuzawa Yukichi (1831-1901). In this pivitol time, it was interesting to note the first imperial venture into Taiwan (1874), and reentry into Korea (1876). My only regret is that we did not hear about the first Japanese vessel that crossed the Pacific, or the interesting relationship Japan had with Hawaii. Nevertheless, this proved to be my favorite lecture. The paintings provide fascinating representations of the way in which things were perceived (objectiveley, and subjectively). I cannot help but wonder if a translation of "Things Western" by Fukuzawa Yukichi would help us to get a little closer to the way people thought at this time when what was traditional could not help but fuse with so many new technologies, and thoughts. 

[Ryan Carothers]

Steven Wills provided a fascinating look at fires that engulfed Edo, now known as Tokyo, from 1600-1868. But, he moved beyond this to show the damage that was incurred during World War II, and subsequent reforms on the Post-War era. They are lessons we can take home today, and apply to the COVID-19 epidemic. I thought this lecture modelled how to make history relevant to those who are listening, today.

[Ryan Carothers]

This was a fascinating lecture, spanning the foundations of constitutional government, to the end of World War II. Hirobumi Ito (1841-1909) proved to be a pivtol figure. Here, we see the "blending" of "realism, and idealism" as our professor has stated. Professor Takeda Tomoki noted the emperor was a pillar for thsi entire structure. Here, I see that there was a need to capture the spirit of Japan, in order to give life to the new machinery of government. But, this also happened to be like putting a genie in the bottle, since the Prime Minister wanted to ensure the government remained constituitional. I thought it was fascinating to hear how Germany broke an anti-communism treaty with Japan. Later, with the United States embargo, Japan might have felt betryed by all western nations (that their politicians could not be trusted). It is unfortunate cultural misunderstandings would lead to a series of miscalculations, ending in an unimaginable number of deaths. The conclusion at the end of this video reminded us of this complicated, difficult, and sad history. Nevertheless, it is important to remember. As the professor noted, the world must have hope. Miltilateral alliances have the potential to ensure stability, and buy-in, a true win-win for everyone that is involved. Let us hope the world heeds this lesson. 

[Ryan Carothers]

The use of geography, and cultural context helped us to understand what came next. I am curious how much autonomy the emperor had at various times in history, and how these relations to power were negotiated. In addition to this, I want to learn more about the growth and decline of Christianity in Japan. For instance, did people convert in mass to follow the example of their local Diamyo? Or, was there more movement from the bottom-up? In other words, did peasants have their own reasons to convert in hopes of an afterlife, to escape the local feuds that surrounded them? I am thinking this may have been a revolution against the traditional heirarchy, which had bound the common man and woman for a long time. I look forward to watching Part 2!

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