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AnonymousWe could also transfer some of those lessons to HB here in CA. Everyone can use and learn from this experience. It is always work in progress when it comes to human relations. There is no end to it.
AnonymousIt is interesting that Guifen advocates in the mid 1800s for more technical skills and less on the scholarly merits for Chinese civil service jobs in order to gain more superiority over the "barbarians." Is it me or is the same vein of argument occurring now? Give the students more technical knowledge and have fewer people pursue the more intellectual route.
AnonymousIn response to:dmierzwik
I too enjoyed the maps superimposed, techniques such as that really assist visual learners put concepts into perspective and I will be sure to incorporate it in my future presentations.
edited by mtarango on 7/29/2013
AnonymousI think China's longstanding presence in the region has imposed a sense of superiority with respect to its neighbors. Still, it is interesting to see that they are able to negotiate workable contracts with each of these separate countries. However, the amount of tension is probably proportionate to each individual country's access to vital resources. For example, India and China who both claim water resources from the Himalayas are more likely to engage in conflict than Mongolia and China.
AnonymousThese primary sources are perfect for teaching students how analyze point of view in documents. The Opium Wars are actually in our state standards and a part of my Imperialism unit, so these fit perfectly. I love that the Chinese refer to the English as barbarians when letters from the English point of view depict the Chinese as being uncivilized. It's all about your point of view!
AnonymousWhen teaching I often try to incorporate U.S. Census figures in my discussion as a means of both trying to be as accurate as possible in quoting numbers and percents as well as encouraging students to use official websites and sources when quoting figures and statistics. What I found interesting today was that China’s first scientific census was conducted in 1953. It is hard to believe that a country so powerful today was only organized enough to take an official census (that didn’t even include the entire population) 60 years ago when the United States has been conducting a census since 1790 (http://www.census.gov/population/www/censusdata/hiscendata.html).
Another issue I became aware of today was the major water issue in China and the conflict it creates between them and India. Furthermore I was unaware of the US military “pivot” towards the South China Sea. I have always had my students follow and discuss the heavy tensions between North Korean and the U.S. but will be sure to also follow the “rebalance.” Students often have an opinion on whether or not the U.S. belongs in the Middle East it will be interesting to hear their thoughts on the Administration’s decision to “rebalance” as well as China’s opposing position that we are not there to protect but contain. It is a great way to bring the policy of isolationism vs. world engagement alive.
edited by mtarango on 7/29/2013
AnonymousI'd like to see the Korean baseball movie. If my 10th graders were to choose among the three, they'd choose YMCA baseball.
AnonymousI would think there might be a way to use student groups on campus, or created student groupings in a classroom, to explore the dynamics of having to interact with 15 other entities over something so 'personal' as boundaries. And then to think that those 15 have others they need to deal with...it just goes on and on. So, an old style simulation is my suggestion. It'd be interesting to set it up with issue cards, points for peace, loss of points for border skirmishes, etc. Sort of sounds like Risk.
edited by aclayton on 7/29/2013
AnonymousYes! Bafa Bafa would be great! We did this in college...I had forgotten about it. Stimulated a lot of discussion which would feed right into the geography.
AnonymousThe manifesto rings with indignation over the activities of the "barbarian" British. The spirit of patriotism mixed with a pervasive resentment reminds one of our American ancestors and their detestation of the British in the days of our war of independence. The author clearly makes a compelling case for the ejection of the British barbarians and, by implication, any other foreigners who seek to impose their will upon the Chinese.
AnonymousThe manifesto rings with indignation over the activities of the "barbarian" British. The spirit of patriotism mixed with a pervasive resentment reminds one of our American ancestors and their detestation of the British in the days of our war of independence. The author clearly makes a compelling case for the ejection of the British barbarians and, by implication, any other foreigners who seek to impose their will upon the Chinese.
AnonymousI went to the Common Core standards for reading informational text to guide my approach to using this material. Although it doesn't fit the scope of my history social studies curriculum (local history) it certainly works with the ELA standards. Let's see if I can use the new lingo appropriately.
The College and Career Readiness (CCR) anchor standard of 'Integration of Knowledge and Ideas' has 3 components across the grade levels. In third grade, students develop their ability to "use information gained from illustrations (maps, photographs) and the words in a text to demonstrate understanding of the text" (RI 7). They also learn to describe logical connections between events (sequence and cause/effect) in a text (RI 8) and get to compare and contrast 2 texts on same topic (RI 9).
I'm thinking that some of the maps we used today could be used to teach basic map reading, from place names and their significance, to size and latitude comparisons. This rudimentary skill could then be used to help understand informational text about any place. Key to all of this for 3rd grade is finding informational texts at " the high end of the grades 2-3 complexity band."
AnonymousA reading of the Chinese author's bill of particulars regarding the nefarious conduct of the British toward the Chinese seems to parallel the complaints our American patriots made regarding the British. The 1842 Treaty of Nanking seems an exercise in British pomposity, but that might just be the manner in which treaties were written in those days. In any case I see Versailles-like resentment on the part of the Chinese toward their British occupiers.
AnonymousIn teaching this section I would emphasize the role of seapower and show how a relatively small island nation like Britain could, through sea power, subdue a much larger nation like China and even dictate terms of surrender. The Chinese retreated from sea power in the 1400s when the Great Navigator, Admiral Zheng He led the navy and thereafter focused almost exclusively upon land warfare. This decision came back to haunt them when they were unable to protect their ports and principal cities from seaborne attack four hundred years later. Students appreciate seeing the fruit of bad decision-making and this would certainly be a main teaching point for putting the opium wars into proper context.
AnonymousRegarding Reading #3, the incisiveness and the masterful manner in which Liang Qichao expresses himself is stunning. He was an insightful observer! It reminds me of a far more critical version of Alexis de Tocqueville's critique. I believe a compare and contrast short essay would be in order here.