[Sean Lobberecht]

The purpose of me taking this seminar was to increase my knowledge about East Asia so I can be a better teacher for my students. I am a first year seventh grade geography and ancient civilization teacher in Waltham, Massachusetts. As a first year teacher I found this seminar to be extremely helpful. Not only did we have excellent coordinators and speakers but the sense of community amongst seminar participants was great. We all came together with the sole intention of learning more about East Asia to improve outcomes for our students and I learned a lot from everyone during our weekly sessions and after session discussions. 

 

The Massachusetts state curriculum tasks me with teaching the geography and ancient civilizations of East Asia with a majority of that curriculum focusing on China while using the spread of religion and ideas to talk about Japan and Korea. The standards for China focus mainly on religion, technological advancements, and the Shang, Zhou, and Quin dynasties. 

Luckily for me, our seminar touched on all the topics that are required to be taught under the Massachusetts frameworks. I really enjoyed how we spent some time on learning the geographies of China, Korea, and Japan before we started talking about the history. These videos will prove to be invaluable when it is time to teach this material next year. We also spent a good amount of time learning about the different religions that played a major role in the region during ancient times and still have an impact today. 

 

The Massachusetts State Frameworks for History consist of three different sets of standards, there are content standards, literacy standards, and practice standards. Due to this setup, teachers in my district are given quite a bit of leeway to extend on topics. On top  of touching basically on all the standards that I am required to teach, this seminar gave me a great amount of possibilities for extensions such as culture, other dynasties, the issue of isolationism, and the Belt and Road Initiative just to name a few. 

 

During this seminar I have thought a lot about how to teach a region like East Asia not separately based on modern day political boundaries but as a whole unit where we bounce around and show how the events in one place impact the event in another. This is obviously a lot easier said than done but I think it would lead to better outcomes for students. I feel taking this seminar not only provided me the knowledge but the resources to start putting that into play next year in some capacity. 

 

I am very grateful to our seminar coordinators Clayton Dube and Catherine Gao for not only running the show but also for putting us in touch with leaders in the field such as Morgan Ptelka and the speakers during our Saturday Sessions. I am also grateful to all of my fellow seminar participants, without you the learning would not have been as enriching or meaningful. I look forward to continuing to engage with USC’s China Institute over the coming years. To paraphrase what Professor Dube said at the beginning of the seminar,  “Understanding East Asia is key to understanding the world we live in today.”

 

[Sean Lobberecht]

The letter from the emperor to King George was almost amusing. I can only imagine the reaction of he King upon hearing this letter. At the time of this letter England regarded themselves as the greatest empire on Earth. Imagine the look on King George's face as his fellow countrymen were repeatedly refered to as barbarian?I think this letter would be great to bring into the classroom. We often view England in the west as a powerhouse, almost the rulers of the Earth, as they say "The Sun never Sets on England." To see how China so repugnantly turned down England's envoys I think gives us an interesting lens into examining the relations between the East and the West. I think it would also be interesting to compare Japan's trade policies with that of China because it feels like they had similar systems. 

it is also interesting to view this interaction through the lens of understanding that China could have greatly benefited from European manufacturing technologies as their productivity continuously decreased as they could not get any more out of their land. That leads us to an interesting question though, development at what cost? What would the impacts be if China was able to industrialize earlier? 

[Sean Lobberecht]

Professor Dube said the bronze dragon displayed in the second video on the Ming dynasty was male and then asked to discuss why we ight think this is the case. I honestly have no idea what makes the dragon male but I will take a shot at it! First of all the dragon looks huge in comparrison to its surrounding. I feel like based on other ideas from ancient times male figures are usually cast to be much larger in actually size than their female counterparts. I also believe this looks like a prominent place in which this statue is displayed. It appears the dragon could act almost as a pilar at the entrance to a walk way and there may even be one parallel to it. I also find I guess what you would call the dragon's mane to be quite emphasized where I believe one of a female might not be as intricate and prominate. If I were to picture a female dragon in comparison to this one I would assume it would be smaller, more simple, and placed in a less prminate area almost as to symbolize the different roles in not only society but in the family that men and women play.

[Sean Lobberecht]

The proclamations of the Hongwu emperor paired with the edicts professor Dube displayed presented in the Ming dynasty video show that the emperor was using the idea of Karma to try and persuade people to be good. This is fascinating to me because it brings up a ton of questions especially when you consider it alongside professor Dube's comments about how they wanted to govern on a budget. This idea of persuading citizens to obey the law by playing into their ideas of Karma is intriguing. 

I think some other ideas come out of the proclamation reading. For instance it shows that above all else their was a great emphasis put on agriculture. It was interesting to learn that agriculture was not to be disrupted unless it was completely necessary. I think an interesting question to raise to students would be to ask if the emperor was being greedy himself by not allowing agriculture to be interupted. Sure we need agriculture to feed the masses but at the same time agriculture was the driving force of the economy. Agriculture was probably the main way in which common people paid taxes which allowed for the emperor to live the life he did and run his government. Was he hypocritical for calling out people for being greedy but he passed laws himself that basically forgave minor crimes as long as it kept buisness moving?

I think these documents would be extremeley interesting to bring to a variety of classrooms. From this three page document and two edicts we learn a lot about the legal system of the Ming dynasty, their cuture, and their economy. 

[Sean Lobberecht]

I think the reading "The Attractions of the Capital" would be a great text to bring to any classroom. First and foremost I think a lot of students think about history and think that people just basically worked. The idea of a flourishing culture almost seems impossible to them in a time so long ago. I think this piece brings the city of Hangzhou to life. I think a great way to bring this text to the classroom would be to jigsaw it. if you split up your class and gave groups different sections they then could turn around and teach the class allowing you to cover more ground in shorter time. Not only could this bring the culture of the 13th century to lifr but this reading could act as a spring board for many more activities. You could use this reading as the center piece of a debate about which institution played the biggest role in the culture of Hangzhou? It also is ripe with potential writing prompts in many different styles. It could also be a great discussion starter and look into how cities were organized. I think in theis reading we see how complex the cit and civilization was. There was many moving cogs in the machine that was Hangzhou. This could lead to discussions about ancient economies and governance. You could also compare Hangzhou to other cities across the curriculum such as Edo or even Timbuktu. I think bringing history to life allows students to put themselves in these ancient times and I think this reading could be a great resource for any class!

[Sean Lobberecht]

One of my goals this year is to increase student ability to argue and explain conclusion using valid reasoning and evidence both verbally and in writing. Since this has been my goal I am constantly looking for ways to bring debate to my classroom and I think the marco Polo debate would be a great way to do this. This debate may be hard for the seventh graders I teach because you need to know a lot about the period and the culture to argue either way on this topic. However if you are able to provide the right sources to students I think they could deffinitely make some great arguments for and against marco polo being in China. this would hinsestly be a great topic for a DBQ. This debate could also lead into great conversation about why is Marco polo so popularized? The time of marco Polo's supposed stay in China is interesting when you consider the state of Europe during the 13th and 14th centuries. Did Europe model themselves off of the ideas put forward in Polo's work? What role does Marco Polo play in negative images of Asians throughout history? I think there is a multitude of ways in which we can discuss the impact of marco Polo. Even if he was not in China his story is still important, so what is the purpose of prostelitizing stories such as marco Polo? I think great conversation and debate drives a history class room and I think Marco Polo offers a plethora of jumping off points into many different areas.

[Sean Lobberecht]

For next year's curriculum my colleague and I are thinking about how can we use guiding questions to drive instruction. One major one I have thought in great lengths about is "What makes a civilization great?" I think often when we think about this question our brains are drawn to things such as great military prowess, a booming economy, a civilzation with great industrial power. However, I feel the idea of inclusivity is often left out of this debate. I find a civilization's ability to be inclusive is a trade mark of a great civilization. I hink bringing the debate to class about what are the benefits and down falls of an inclusive society would be a great conversation to bring to students, especially in the climate of today where immigration is such a big topic. I feel an inclusive society leads to things like a great army, economic system, and industry. The ability to incorporate many peoples and cultures can allow for a society to grow, piece together different traditions and technology from the people enveloped into the civilization, and create a diverse labor force. At the same time an inclusive society can lead to in fighting for power so there are deffinitely pros and cons. I think this is why this would be such a great topic to bring to the classroom. this topic would allow for great debate amongst students, make connections to present events, and force students to dig deeper to explain what makes a civilization great outside of the normal and obvious answers. There are many examples from history about inclusivity and the benefits it provides. Some of the world's largest empires such as Rome, Greece under Alexander, and the Mongolian takeover of almost the whole Asian continent are great examples that show how inclusivity can be a trait of a great civilization. In higher level classes this can also lead into great discussions about the expansion and contracting of culture.

[Sean Lobberecht]

I enjoyed the conversation about Queen Komyo a great deal. One of the hardest parts about teaching Ancient Civilizations for me is finding pathways for students to make connections. I struggle a lotto find female examples to highlight and I try to insert the stories of females whenever possible. Giving yourg women and men examples of women throughout history not ony gives young girls an avenue to connect with the curriculum but I also think it is beneficial to young boys to see women in positions of power and importance. Queen Komyo gives us another great opportunity to bring an important woman from history into the classroom. Queen Komyo was not only seen as a Kami but also she was played a big role in solidifying Buddhism in Japan. Queen Komyo;s story is an excellent source to bring into the classroom. We can learn from this source about the role of Buddhism in Japan, the impact Buddhism had on Japan, and the impact a woman had on shaping Japanese culture. The story of Empress Komyo is also an excellent example to bring into the classroom because it can be studied through the lense of the Fujiwara period. Connecting her to Todai-ji Temple would also be an excelent conversation to bring into the classroom offering an opportunity for students to dig deeper into learning about Japan and the Buddhist Faith. I am happy I learned about empress Komyo as I think she will be an excellent addition to my curriculum in the future.

[Sean Lobberecht]

Today's lectures gave us great insight into how the religions of Buddhism and Christianity were molded to be more easily adopted in foriegn lands. Professor Meeks talked a great deal about how Biddhism came to be in Japan and how it was more a part of a cultural package. What I found very interesting was the ways in which Japan adapted Buddhism and intertwined it with their beliefs in Kami. Once Buddhism had been transmitted into Japan traditional Japanese Kami figures were now seenn as "enlightened." At the same time traditionally important Buddhist figures were adopted into the Kami family. 

In China it appears that Christianity has been adopted in a way that fits in with Chinese culture as well. I found the ideology of the role of women in Chinese Christian communities very interesting. Professor Ma spoke about how the Christian community in China use theological rhetoric to reinforce their beliefs of the role of women in society. I found the comparison to some forms of christianity in the United States very intersting and how certain preachers are very popular in China because their ideology fits in well.

I think observing how religions take hold in different places is a facinating area of history and can go a long way in understanding the cultures of the societies that the dominate religion is penetrating. We see the blending of relgion to fit cultural norms all over the world. For example the was Islam took hold in Africa where it did not deminish the very important role of women in any way. We even see it in christianity with the celbrating of holidays. I think exploring the adoption of religion and how there is not just a whole sale reshuffling of culture but instead a mixing of culture and religion is not only a great exercise for students but a necessary one. Since homosap[iens have become the dominate human species the coming together of societies has been occurring. Showing students the role a dominate culture has on the cultures it is dominating is important but I think it is more important to study how the culture being influenced changes the incoming culture to make it best fit with local traditions and cultures.

[Sean Lobberecht]

Today's conversation covered many fascinating topics and it was great to hear from such knowledgable academics on the topics of Buddhism in Japan and Christianity in China. One of the most fascinating aspects of this entire seminar for me has been learning about how dominate Chinese culture was and the impact it had on Japan and Korea. Learning about this influence will benefit my practice I believe as it gives one a better understanding of the areas we are charged with instructing. In the Massachusetts state standards there is very little mention of teaching the impacts that China had on Japan and Korea and the impacts that Japan and Korea had on China in return. What is mentioned briefly in the standards is how Buddhism spread throughout Asia. After today's conversation I realize that it was not just Bddhism that spread to Japan but as professor Meeks pointed out it was a larger cultural package. This connection with China seems to be the prevailing ideology that solidifies one as "cultured" in ancient Japan. This can be seen through the very popular use of the Chineese writing system in Japan and the looking down upon of a Korean writing system. I think knowing these connections and teaching our students these connections can not only make it easier to jump from one civilization to the next but also increase student understanding of the region as a whole as we progress throughout the curriculum. I have talked a great deal about trying to find a way to teach the curriculum more concurrently and I think the possibility of doing that was greatly increased by not only today's conversation but the seminar as a whole.

[Sean Lobberecht]

I found the conversation of Christianity in Korea very intriguing and did not realize how much inroads were actually made by Christian missionaries at such an early age. I think an interesting activity for students would be to compare and contrast how Christian missionaries conducted themselves in say Africa compared to Asia. It was interesting to see how Christianity was presented to Koreans as "Western learning" because the missionaries understood that the Koreans were interested in scholarship. This seems vastly different than how missionaries introduced Christianity in Africa. The back and forth between allowing Koreans to be Christian but still participate in Confucian ceremonies was very intriguing to me as well. The mixing or morphing of religion in order for it to succeed in different regions always interests me. A comparison I can draw is how Islam was morphed in Africa to make it more digestable by allowing women to have more rights that were traditional in Africa. It would be interesing to compare and contrast the religious timelines in Korea v. Japan because Japan practically cut themselves off from the western world to keep Christian missionaries out. What benifits did Christianity bring to Korea? What negatives did Christianity bring to Korea. I feel this would be a fruitful debate for students to partake in.

[Sean Lobberecht]

As a teacher of history I try to give voice to marginalized groups as much as possible and being an ancient civilizations teacher there our few opportunities to show women in prominent roles or incidents where they are treated vetter than property. I have been really intrigued learning about Korea this week because it seems like there is a plethora of opportunities to show young girls instances of women history in which they can take pride in. The creation mythj starts things off as Korea's creation myth talks about how a women was created first. I am no expert on creation myth but this seems to be a rareity and should be celebrated. Another instance I think should be brought to the attention of students is the female monarchs of Ancient Korea, specifically Queen Seondeok, based on the lecture she seems to have been not only important because she was queen but also did an excellent job in this position. I was also delighted to hear about women's role during theChosen period. It seems to me that they were not viewed in the same light as men but were given vastly more rights than women elsewhere around the globe during this time, especially in Europe. I think it is important to bring information like this to student's attention. Sharing monments like this with students can give young girls images of someone like themselves not treated as property. Also by making this information available to young girls it allows for an excellent opportunity to give young girls an entry point to fall in love with history because they can see themselves in it.

[Sean Lobberecht]

One of the things I have really enjoyed learning about east Asia, either through my own research or through this course, is my own personal discovery of how many things were invented in Asia before they were in Europe. As a student of history it seems I have been bombarded with the idea that Europe was far more advanced than societies elsewhere. One major example of this is the printing press. In the western cannopn it seems that the invention of the printing press is a watershed moment for Europe as it led to the increase in available information allowing for Europeans to advance rapidly. you would imagine my surprise then when I found out that the printing press was actually invented in Asia first. This is not the first and I am sure not the last time I will figure out that something was actually invented prior to European discovery. I feel it is extremely important to bring this information to student's attention. I think we do a dissevice to students by teaching history through a western lens and it is the responsibility of world history teachers to fight back against this narrative. The idea of Europeans being the trend setters of history I feel is at the root cause of racism. It seems to me that people get this idea that Europe was civilized and it was them that brought civilization to the rest of the world which I am sure you all realize is not the case. The printing press is just one of many examples we can use as teachers to fight back against the western dominated narrative of history.

[Sean Lobberecht]

I found the talk of Siberian migration to Korea very fascinating especially when you couple that with talk Mr. Ptelka gave about how the people's located around the Sea of Japan or East Sea were constantly moving. The sculptures shown in one of professor Ptelka's lectures of the figure with ancient sunglasses seems to show that the people of Japan and korea might have similar ancestors. I find this interesting especially if you consider the debate and proudness each country has for their origins, all believing that they were first. great migrations of people is a topic I spend little time covering but I think a better discussion of these migrations could go a long way in making the ancient world seem more connected for students. I have talked a lot in these posts about trying to teach civilizations in a more concurrent fashion instead of just one civilization from start to finish and then moving on to the next civilization. I feel starting Units by diving into the migration of people could be an excellent way of teaching these civilzation in a concurrent fashion. This could also be very beneficial in understanding how shared ancestors can create common bonds between civilizations and then looking at how geography creates differences amongst the different settled groups of people who migrated from similar regions.

[Sean Lobberecht]

I have talked previously about how it is awkward to teach in a chronology of one civilization then rewind a few thousand years and teach another civilization from start to finish. I feel taching East Asia and other geographic centers in unison could be fruitful for students. I found the Mongol takeover of Korea and their connection to the silk roads as excellent connecting points that could make teaching the different civilizations concurrently a real possibility. 

I feel connecting the civilizations of China, Korea, and Japan through the lens of Mongol invasion could be a fascinating exercise for students. Although the Mongols are not a part of my curriculum I believe tracing their expansion and comparing how these civilizations resisted, coalesced, or were dominated by the Mongols would be an excellent activity for students. I feel diving into the response to the Mongols could help students glean a lot about the civilizations of East Asia. It appears that China was dominated, Korea coalesced and Japan was able to fend off the Mongol invasions. Diving deep into the factors that led to these outcomes could lead to excellent discussions and debates in the classroom. Understanding the factors that led to either Mongol takeover or Mongol defeat in Japan's case could be very beneficial for students to build understanding of the region of East Asia. 

Korea's role in the Silk Roads is another entry point in which the civilizations of east Asia can be connected. I feel often times students have very little understanding of how connected the world was even in ancient times. Showing students that even Japan and Korea were just one of many parts of the silk roads could show them the interconnectedness of the ancient world. Teaching China, Korea, and Japan concurrently would also benefit from the teaching of the spread of Buddhism along the silk roads. It seems this course has given me many entry points on how to teach these civilizations concurrently and show how connected the ancient world really was.

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