Session 8 - Classical Japan, 4/17

[Anonymous]

I agree! I found it fascinating that these countries influenced one another in such a salient way.

[Anonymous]

Chapter 1 was about the earliest records of Japan. In 581-600 C.E., this article says that the members of the Sui Dynasty (Sui Shu) had lyres and flutes, but had no written characters until they obtained Buddhist scriptures from Paekche (Korea). They were very much like an island people, catching fish by diving into the water, and only communicating through notched sticks and knotted ropes. They painted marks on their arms, faces, and bodies were tattooed. This land was called Wa, and both Silla and Paekche paid homage to what they considered a great country. They dealt harshly with murder, arson and adultery, by killing the one who committed the offense. Heads were also sawed with stretched string, yet it was said that the people were gentle and peaceful.

I found a very short youtube video that illustrates part of this excerpt. I approved it on our RUSDlearns account/server, and added it to my Japan/Korea collection.

[Anonymous]

I agree hat Yamashita's technique of using puzzles during the lecture are effective and engaging. I will try to emulate this in my classroom.

[Anonymous]

I would have students discuss and create a K-W-L chart on Japan. What do you know? What do you want to Know? What did you Learn?
As a group, students will answer the first 2 questions. Each group will present out what is written on their chart. I will write group share outs on a whole class K-W-L. Students will write what they learned from listening to group share outs on their group's chart.
I will give students time to research facts on the internet and explore the readings posted from session 8. After research we will discuss and add what we have learned to our K-W-L chart.

[Anonymous]

I enjoyed the reading for this session, but perhaps the most influential aspect of the session was Professor Yamashita's "Puzzle" lecture. It was a great pedagogical tool that is engaging and allows a teacher to cover large swaths of material in an efficient manner.

According to my notes, the method worked something like this:

1. Have a question. (What do these two pots tell us about early Japan and how it developed?)
2. Present an Image or text
3. Discuss answers. --- Hunter gatherer vs agricultural

Unfortunately, I'm still a little hazy on the details and would love to see the powerpoint for the class to refresh memory.

[Anonymous]

This is a great idea! I love the annotating idea and have students try to decipher what is happening in the writing. Analyzing poems is so important!

[Anonymous]

The three Asian countries, China, Korea and Japan are related and influencing each other from past to now. As a Korean Chinese, I am familiar with the culture and history with two of them which I liked to compare and contrast in my classroom. However, lack of the knowledge about Japan, I barely include Japan in my classroom. Professor Yamashita's lecture had fit in some of the missing puzzles in my Asian History memories.
Japan as the only country that preserved their Royal families among the three countries, I found it was most interesting to learn the Japanese family lineage rules.

[Anonymous]

"Elegant things, Adorable things, Hateful things" are great topics for students to be engaged. Great strategy to be culturally and relevant in today's educational classroom and compare different cultures today and before in history.

[cgao]

Please download and read the attached documents.
edited by cgao on 4/13/2017

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[Anonymous]

This session it was a pleasure to have Prof. Yamashita speak. I loved his style of presenting in puzzles and question asking. I especially liked when he talked about fingerprint patterns and blood types. It was interesting to see that there are five kinds of pre-historical evidences.

[Author]

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