thoughts about session 9 on 7/31 w/Dr. Dube

[Anonymous]

Madeline and I also discussed analyzing the writing of the diaries through an audience perspective. Anne Frank wrote for herself whereas the girl in evacuated schoolgirl wrote for a specific audience. It is fascinating to tap into what these girls were thinking because my 8th graders do not get a sense of reality when reading Anne Frank’s diary. I have to constantly reinforce the authenticity of her situation. Whereas the girl in evacuated schoolgirl, the perspective on what she wrote might not have really been authentic because she was writing for an specific audience.

[Anonymous]

Here's a link to an interesting article about teaching history through literature.
http://www.edweek.org/ew/articles/2012/07/30/37socialstudies.h31.html?tkn=UPWFaAs1%2F27pcYx3cIoxa8351VqzwTD6D3c%2B&cmp=clp-edweek&utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+EducationWeekAmericanEducationNewsTopStories+%28Education+Week%3A+Free+Daily+Stories%29&google_editors_picks=true

[Anonymous]

Tracy, thanks for the great suggestion about using the Ben Franklin letter. It's a great way to use primary sources, too.

[Anonymous]

Thanks for the link Sabro. The world has changed in some respects. Definitely in some aspects here in the States.

[Anonymous]

I liked the websites that were extended to us such as visualizing cultures

[Anonymous]

I think I am going to start my world history school year off with the topic of religion vs. social/cultural philosophy, birth of democracy and the role that the rule of law has as the foundation of these three areas. Morality and ethics is an important perspective/lens in which these topics will be discussed. This really opens the door for the incorporation of east asian ideology into state standard 10.1; this region is completely omitted from this standard. Any ideas?

[Anonymous]

Really interesting to collaborate today. I am impressed with how we have been working together "throwing" out ideas. I am still undecided but liked what the other 7th grade history teachers shared today... i.e. Marco Polo and inventions.

[Anonymous]

thought this was really interesting to see, since we learn coca cola was/is popular in China. If you check out the website there are many more propaganda posters, some in which are very interesting and raise questions because Obama is in some of them dressed as Mao, which can bring up many good interesting questions and over all become a good discussion in your class.

Here is the website: [font=Symbol]· [/font]http://www.chinahush.com/2010/10/27/along-the-years-chinas-image-in-posters/
edited by dcontreras on 7/31/2012

[Anonymous]

I also was thought that the population difference in China and Japan during the early 1900s really attested to the differences in economic developments. I found a blog site that argues that during the Tokugawa period, living standards were so high that people were the population was controlled by famine and infanticide.

http://north-kanto-notes.blogspot.com/2011/12/famine-and-infanticide-in-18th-century.html

[Anonymous]

Thank you for all the ideas this morning. I am looking forward to hearing more about the lessons on Thursday. Thank you for the website Sabro.

[Anonymous]

@Daisy: No problem

The book I mentioned can be found here: http://www.amazon.com/China-Emperors-Adeline-Yen-Mah/dp/B004KAB85M/ref=la_B0034Q1AK6_1_4?ie=UTF8&qid=1343778267&sr=1-4. It is a great resource for basic information, a good overview, and interesting trivia. Students really enjoyed the parts about the numbers in China (which is a section in the book). They also really liked the colors and what they represented in Chinese culture, too. We did a comparison of the numbers and colors. For example, I asked the students which numbers in our Western/United States had any special affiliation. The numbers 7, 13, and 6 were brought up right away. 7 being lucky, 13 being unlucky, and 6 with the association of the devil. Also, one student brought up 3 (as the magic number) and doing with witches, while another mentioned 5 for the pentagram symbol.
Similarly, colors were discussed in American culture, white for weddings because of purity, green for money and luck (Irish), and black for death/mourning. My students last year found this very interesting, and loved to be read to from this book.

For comparative essays or response to reading, besides the diary in Japan, there is a another book by Adeline Yen Mah called Chinese Cinderella that is set during the same time period (as the girl is born in 1937). It's not a diary, but it's a reflection of her past. http://www.amazon.com/Chinese-Cinderella-Adeline-Yen-Mah/dp/0385740077/ref=la_B0034Q1AK6_1_1?ie=UTF8&qid=1343778727&sr=1-1

The author also has a site that is fun to go through and has some guides for her books, too.

[Anonymous]

It is fascinating to hear about the California connection with Sun Yat-Sen. He is such an important icon to Chinese Communists and Nationalists, and to think he spent so much time here in the city of Los Angeles. Our Chinese community must have been very important and successful despite the effects of the Chinese Exclusion Act. Students would really enjoy hearing about this connection as well as Sun Yat-Sen’s Hawaiian education.

[Anonymous]

What fascinated me during this session were the Chinese Responses to the racism they faced from other countries. It was interesting to hear about the different schools of thought. I think it's important to understand why people do what they do.

[Anonymous]

I was really surprise to hear that Chinese beer Tsingtao is the #1 beer in the world. I guess if I was a beer drinker I would have known it.

[Anonymous]

I thought you might be interested in a resourceful website by National Palace Museum in Taipei, Taiwan.
It has interactive educational program for students and many many resources for educators and researchers. I hope you can dig into the wealth of this site!
http://www.npm.gov.tw

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