[Todd Rutley]

I have never taught about Korea so I researched Jennifer Jung-Kim to get some ideas. I found many resources I want to share.

Professor Jung-Kim gave an interview with Korea.net where she talked about her research. 

Korea.net question: How have you continued UCLA’s aim to provide exceptional exposure in Korean studies to interested students?

Jennifer Jung-Kim answer: “I have been extremely fortunate to be able to develop so many new courses at UCLA. In addition to the two courses on Korean women’s history, I also teach an Honors collegium course looking at New Women and activism in 1913 America and 1920s-30s East Asia. There’s also the course on the 1894 Kabo Reforms, and a relatively new course, Asian Foodways Across Borders. In January, I will be teaching a writing-intensive version of a course on the globalization of Korean popular culture.”

Her class on the globalization of Korean popular culture sounds like the perfect way to engage students in learning about Korea. I think that this modern Korea topic is more interesting for students than WWII era history. I hope she will she be able to address this class approach in her November 10 presentation!

Teaching Resources

Jennifer Jung-Kim has been active in The Korean History and Culture Seminar for Educators* (www.koreanseminar.org), an annual event that promotes sharing of Korea-related teaching resources. The Korean Seminar website provides Teaching Units, Lesson PowerPoints, and many other resources. Check it out!

National Korean Studies Seminar (NKS) YouTube site has over 70 PPT presentations/lectures: https://www.youtube.com/channel/UCO4H_0wqszBKZ_Ws9ZBlpVw/about

A more fun way to teach about modern Korea involves the use of K-pop and K-drama. The Korean Cultural Center has a series of free online events that you or your students may take. The next ones are November 11. (https://www.kccla.org/kpop)

*The Seminar is presented by Korean Cultural Center Los Angeles (https://www.kccla.org/). Signup for KCC emails here:  https://www.kccla.org/subscribe/

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[Todd Rutley]

Answer 1. Mao thought that revolution must begin in the country because that is where the revolutionary peasants resided and where the oppressive feudal class ruled. Specifically, Mao stated: “…the great peasant masses have risen to fulfil their historic mission and that the forces of rural democracy have risen to overthrow the forces of rural feudalism. The patriarchal-feudal class of local tyrants, evil gentry and lawless landlords has formed the basis of autocratic government for thousands of years and is the cornerstone of imperialism, warlordism and corrupt officialdom. To over-throw these feudal forces is the real objective of the national revolution. In a few months the peasants have accomplished what Dr. Sun Yat-sen wanted, but failed, to accomplish in the forty years he devoted to the national revolution.”

Mao continued: “Every revolutionary comrade should know that the national revolution requires a great change in the countryside. The Revolution of 1911 did not bring about this change, hence its failure. This change is now taking place, and it is an important factor for the completion of the revolution. Every revolutionary comrade must support it, or he will be taking the stand of counterrevolution.” 

In his last sentence Mao suggests that those that do not agree with him were counterrevolutionaries – meaning they were enemies of the CCP.

Mao argued that the rising peasant movement would certainly become a massive power that would force the communists to make a decision to either lead, follow, or get out of the way. He said on this point: “…several hundred million peasants will rise like a mighty storm, like a hurricane, a force so swift and violent that no power, however great, will be able to hold it back.” Therefore…:” There are three alternatives. To march at their head and lead them? To trail behind them, gesticulating and criticizing? Or to stand in their way and oppose them?”

For Mao, the only option was to lead to peasant revolution in the country.

Answer 2. Mao was convinced that peasants were ready to make revolution because: the peasant associations had become large and well-organized; the peasants shared the communist’s opposition to the feudal classes; and the peasants had already begun to overthrow the old order.  

“They (the peasants) have not only lifted up their heads but taken power into their hands…  They are issuing orders and are running everything. Those who used to rank lowest now rank above everybody else; and so, this is called "turning things upside down".

In summary, Mao saw the great potential power of peasants and decided to harness it for the revolution he wanted to lead.

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[Todd Rutley]

Understanding The Critical Role of Education in Economic Development

One question posed was “How might you help students to understand how important economic development has been to both Chinese leaders and the Chinese people?” Since Professor Dube wants us to “think about how you might bring these topics or materials into your own classes.” I have attached a PDF presentation showing how I have taught this general topic to my adult students.

In my classes I talk about education and economics…and find students can relate to education in which they participate better than economics (“too abstract”). That is why this PDF focuses on education that is the “means to the end” of economic development.

One message I share is that American students must do better if the US wants to retain competitiveness, wealth and national power.

Another message is that immigrants are an extremely important ingredient in American education and economic success…and it would be counter-productive for the US to discriminate against foreign born students/educators. 

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[Todd Rutley]

I use Chinese posters in the classroom for the following reasons.

1. Students like seeing visual historical images that “put them in a moment of history from the Chinese viewpoint”.
2. These images often make a strong impression. They actively engage students’ minds in the present and may form a lasting memory that will encourage future learning.
3. Studying Chinese government propaganda posters allows us to see what the government was telling the population through mass communications.
4. Pictures and the story they tell about ordinary people are intriguing. More so than listening to a teacher lecture about history.

 

Continued in the attached PDF.

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[Todd Rutley]

See attached PDF 

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[Todd Rutley]

The image I selected to interpret is attached below (12 of clubs). It is based on sayings in Chapter 30 of The Little Red Book concerning youth: "You young people, full of vigor and vitality, are in the bloom of life, like the sun at eight or nine in the morning. Our hope is placed on you. (read the full quote attached)"

The image shows Mao meeting with a group of 11 people; 8 appear to be adolescent students (6 are female, 2 are male) while the 3 men appear to be young adults. 

One girl wears a red scarf indicating that she is “Red Pioneer” that has already pledged allegiance to the CCP.

The 2 men on the left with green-colored clothing may be Red Guards in PLA clothing. The man on the right may be a peasant.

The meeting looks like a study session to learn about the Mao's thoughts on the cultural revolution. Note that the woman has a copy of The Quotations of Chairman Mao.  

The room is nicely furnished and clean, suggesting progress and prosperity.

The people face Mao, smiling with enthusiasm, showing great respect and attention.

The people all look happy, well-fed and well-clothed.

Intended message: Mao is a much-loved man of the common people. His leadership is admired and respected by the working people and the young students.  The image suggests communism is working to improve the material well-being of the people while it also improves their spiritual wellbeing!

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[Todd Rutley]

What did Chinese Communists and the Nationalists (KMT) Have in Common?

1. Professor Dube noted that “Both were heavily influenced by the example of the 1917 Revolution in Russia and both parties were organized under Leninist principles”
2. Both political parties were encouraged by the USSR because both were anti-imperialist (anti-West & Japan). Remember that the USSR advocated global revolution
3. Both movements were nationalistic and influenced by the Century of Humiliation (1939-1949)
4. Both thought the Qing Dynasty and “foreign Manchus” weakened China
5. Both supported the Qing dynasty borders, which had expanded Chinese territory in Tibet and Xinjiang after the Ming dynasty
6. Both were opposed to Japanese & European imperialism
7. Both political parties were authoritarian. Neither tolerated liberal pluralism or democracy

What did Leaders Chiang Kai-Shek and Mao Zedong Have in Common?

1. Both were motivated by huge egos and personal drive
2. Both leaders were megalomaniacs, obsessed with holding power
3. Both Chiang Kai-Shek and Mao Zedong were incompetent governors when in power
4. Both were paranoid of threats, favored obedience/loyalty over competence/ability
5. Both Chiang and Mao promoted a cult of personality as all-powerful, all-knowing leaders (like the former US president Dong Wang (懂王) “the Know-King”)
6. Both held power too long! (Mao from 1935-1976; Chiang 1928-1975)   
7. Chiang Kai-shek died on April 5, 1975. Mao died 523 days later on September 9, 1976

What were the Chinese Communist Party Priorities in 1949?

1. Secure national borders as established under the Qing dynasty
2. Mobilization of mass labor to modernize China
3. Repatriate Taiwan, terminate Chiang Kai-shek
4. Create national currency
5. Create national “class consciousness”
6. Improve relations between the Han Chinese and minorities
7. End private property, socialize all commerce & industry
8. Purge capitalists (see Dikötter Tragedy of Liberation)
9. Eliminate competing spheres of power – consolidate all power in the CCP
10. Land reform (kill landlords), promote cooperatives, modernize agriculture
11. Promote class struggle (douzheng 斗争) to vilify the old powers, to show loyalty to the CCP and, most importantly, to instill fear and promote obedience in the population or lumpen proletariat in Marxist terminology  (流氓无产阶级)

[Todd Rutley]

Professor Amy Borovoy teaches a course called “Mind, Body, and Bioethics in Japan”. One of her papers related to this course is “Beyond Choice: A New Framework for Abortion?”. Her paper takes an "anthropological approach" which is intellectually deeper than the typical demography research because it attempts to understand the cultural background to observed phenomenon.  

Reading this paper reinforced my view that the Japanese “baby bust” will continue and the population will inevitably fall as forecast by the United Nations.

Continued in PDF. 

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[Todd Rutley]

In her October 23 lecture, Professor Amy Borovoy reviewed Japanese demographics and the government policies that are being implemented to try to slow the ongoing population decline.

In the attached note I reflect on this presentation based on my own experiences and sources of economic-demographic research that are included in the references.

What is the Teaching Relevance of this and how to use in a classroom?

Many of the United Nation’s 193 members will experience population declines in the next 100 years. The US population will also start to fall if immigration is ever stopped. These population trends will require changing government policy responses in many areas. These are challenges that your students will have to consider throughout their lives.

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[Todd Rutley]

After a period of rapid economic and population growth from the 1950-1980s, Japan's "economic miracle" came to an end around 1990. Since then there has been a growing trend of buildings being abandoned, especially in rural areas which have the greatest depopulation.  Abandoned buildings include homes, stores, hotels, amusement parks, schools and government buildings. 

Exploring modern abandoned ruins (Haikyo) is the Japanese version of "urban exploration".  Just google haikyo and you will see many examples.

Buying a Cheap Abandoned Country House in Japan

Given the ongoing population decline, there are more properties coming to the market every year. Most Japanese dislike the older rural homes...which creates opportunities for others.   

One enterprising American expat and Japan resident, Alex Kerr, has purchased some abandoned country homes and restored them authentically for use as guest lodges.  He purchased the beautiful Iya Valley house for almost nothing; he only had to agree with the village that he would restore, not destroy, the house.      

See his restored properties here: www//alex-kerr.com/html/chiiori_trust.html

If you are tired of the American scene and high cost of housing, maybe you too could live like Alex Kerr in rural Japan!  

References

https://www.yahoo.com/now/more-8-million-empty-homes-103413523.html

https://www.thrillist.com/news/nation/japanese-government-giving-away-abandoned-homes

https://www.insider.com/japan-ghost-towns-population-vacancy-rates-akiya-banks-2021-6

Exploring Japan’s Ruins / Haikyo

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[Todd Rutley]

China's Has Border Disputes with 17 Countries + Taiwan*

1. Japan -- Parts of South China Sea particularly Senkaku Islands, Ryukyu Islands are claimed by Japan and both countries are at loggerheads with this boundary issue
2. Vietnam -- China claims large parts of Vietnam on historical precedent (Ming Dynasty, 1368-1644). Also, Macclesfield Bank, Paracel Islands, parts of the South China Sea and the Spratly Islands.
3. India -- China occupies 38,000 sq km Indian territory that goes by the name Aksai Chin. It also stakes claim on Arunachal Pradesh and Ladakh. It was this expansionist policy that led to the recent clashes between the PLA and the Indian Army.
4. Nepal -- China claims parts of Nepal dating back to the Sino-Nepalese War in 1788-1792. China claims they are part of Tibet, therefore part of China.
5. North Korea -- Baekdu Mountain and Jiandao. China has also on occasion claimed all of North Korea on historical grounds (Yuan Dynasty, 1271-1368).
6. The Philippines -- Parts of the South China Sea are contested between the two countries. The Philippines took this to the International Court of Justice, where they won the case but Chinese did not abide by the order of the ICJ.
7. Russia -- 160,000 square kilometers still unilaterally claimed by China, despite China signing several agreements.
8. Singapore -- Parts of the South China Sea are contested by both countries.
9. South Korea -- Parts of the East China Sea. China has also on occasion claimed all of South Korea on historical grounds (Yuan Dynasty, 1271-1368).
10. Bhutan -- Bhutanese enclaves in Tibet, namely Cherkip Gompa, Dho, Dungmar, Gesur, Gezon, Itse Gompa, Khochar, Nyanri, Ringung, Sanmar, Tarchen and Zuthulphuk. Also Kula Kangri and mountainous areas to the west of this peak, plus the western Haa District of Bhutan.
11. Taiwan -- China claims all of Taiwan, but particular disputes are Macclesfield Bank, Paracel Islands, Scarborough Shoal, parts of the South China Sea and the Spratly Islands. The Paracel Islands, also called Xisha Islands in Vietnamese, is a group of islands in the South China Sea whose sovereignty is disputed among China, Taiwan and Vietnam disputes with Burma.
12. Laos -- China claims large areas of Laos on historical precedent (China's Yuan Dynasty, 1271-1368).
13. Brunei -- Over Spratly Islands.
14. Tajikistan -- Chinese claims based on historical precedent (Qing Dynasty, 1644-1912).
15. Cambodia -- China has, on occasion, claimed parts of Cambodia on historical precedent (China's Ming Dynasty, 1368-1644).
16. Indonesia -- Parts of the South China Sea.
17. Malaysia -- Over Parts of the South China Sea, particularly the Spratly Islands.
18. Mongolia -- China claims all of Mongolia on historical precedent (Yuan Dynasty, 1271-1368). In fact, Mongolia, under Genghis Khan, occupied China.

References/Sources

India TV. https://www.indiatvnews.com/fyi/india-china-border-dispute-with-18-countries-south-china-sea-india-border-ladakh-629333

Caspian Report. China has border disputes with 17 countries. https://www.youtube.com/watch?v=FR7WgKnBTIE

[Todd Rutley]

I have been reading "Ebrey and Walthall, East Asia: A Cultural, Social and Political History" since I took your spring 2021 class. I find the book's layout and writing style to be exceptionally clear. Great recommendation.

The first edition of the History of Japan book by Andrew Gordon, in PDF, is free on academia.edu:  http://www.academia.edu/30222567/A_Modern_History_of_Japan_From_Tokugawa_Times_to_the_Present

The Instructor and student Resources for the 4th Edition of A Modern History of Japan, which includes chapter PowerPoints is FREE with registration at: https://learninglink.oup.com/access/gordon-4e

 

[Todd Rutley]

I use the images/PPT pages attached below to try to explain the the current military situation between the US, Japan, and China.  Since 2012, China has increased the frequency of its claims over the Senkaku islands - I refer to these islands by their Japanese name because the US recognizes these as Japanese territory. The PRC naturally prefers Diaoyudao, islands China claims are its "inherent territory". 

This article excerpts puts the military relationship in context: 

“Here's What It Costs to Keep US Troops in Japan and South Korea”*.

"The United States spent more than $34 billion to maintain military presences in Japan and South Korea between 2016 and 2019, the Government Accountability Office said in a report released March 17, 2021... “In Japan alone, the U.S. maintains more than 55,000 deployed troops…

Nine experts consulted by GAO researchers said that the U.S. sees several benefits to national and regional security from having troops stationed in its closest allies in Asia, including maintaining stability in the region and deterring aggression from adversaries such as China, Russia and North Korea. However, a few experts cautioned that there are drawbacks to the deterrence mission there, most notably that it makes U.S. troops vulnerable to a potential first strike from an adversary…The experts all agreed that U.S. troops' presence bolsters the alliance with Japan and South Korea, and that the nations are reassured by America's willingness to place its own service members in harm's way…

However, the opposition to U.S. troops held by some local residents complicates efforts to maintain the alliances, some experts told GAO. The U.S. military presence might not be politically sustainable in areas such as Japan's Okinawa, that have particularly strong feelings against troops being stationed there, experts said.”

References

http://www.diaoyudao.org.cn/en/index.htm. 4/27/2021. China opens Museum dedicated to the disputed islands. 

Benefits and Costs Associated with the U.S. Military Presence in Japan and South Korea https://www.gao.gov/products/gao-21-270

U.S. Relations With Japan. https://www.state.gov/u-s-relations-with-japan/

https://www.military.com/daily-news/2021/03/23/heres-what-it-costs-keep-us-troops-japan-and-south-korea.html

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[Todd Rutley]

When I teach about China, I encourage students to read Chinese news directly online as homework. I recommend government media sites such as People’s Daily, Global Times, and CGTN. For more media savvy students, I would encourage them to follow people on twitter such as Hu Xijin or Hua Chunying. I explain that these sources are voices of the CCP but they must be listened to understand the views of the CCP/PRC. Hu Xijin, editor of the CCP outlet Global Times, is very outspoken and thus interesting and entertaining. 

To increase students understanding of Japan I would recommend the following Japanese websites.  

https://japantoday.com/

https://www.japantimes.co.jp/

https://the-japan-news.com/

https://english.kyodonews.net/

https://thediplomat.com/

My primary goal in recommending online news and video is always to encourage students to be motivated to want to learn about Japan and China and the rest of east Asia. In particular, I want to encourage students to READ AND THINK for themselves.

I also recommend Chinese YouTube channels like CGTN – China Global Television Network  

Anything that gets students interested in self-motivated learning is good! 

[Todd Rutley]

Professor: Can I ask what east asia survey textbooks you would recommend for HS teachers (eg, grades 10-12)? Most teachers are too busy to read 20 books on east asia but might want to invest in a couple of survey books that will aid their teaching for many years. 

thank you

 

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