Thoughts on Class 5

[Rob_Hugo@PortNW]

So today I found myself explaining to my 6th graders about the Roman Empire's use of currency, by explaining how in Japan taxes were collected in "kind". I then went on to explain how the social hierarchy of Japan was topped by the Samurai, followed by the farmers, then the artisans, and finally merchants. Immediately after (in both classes) a student asked about ninjas, and I proudly mentioned that they didn't exist. Finally, I brought it all home by explaining how the lowest group in the social hierarchy was able to gain wealth, and then eventually power, by following the Roman model of using currency, while the Samurai lost their power because they dealt in "kind" rather than currency. Yeah ... it was pretty cool.[Edit by="cnelson on May 5, 5:49:42 PM"][/Edit]

[Anonymous]

I love the we are beginning to have enough background information that we are making connections. When we started I felt pretty clueless and now I notice I actually have a glimmer of "prior knowledge." I am also starting to use information and I am including more assignments on "East Asia." I now notice more and more articles in the newspaper. Of course they were always there but I didn't include it in my "how do I get this in my class" dialogue. I print off different articles and now have the students use the article as part of a prompt for writing. There was one on housewives in South Korea and I had the student read it and then interview either their mom or some female house hold adult and then compare and contrast. They actually like it!

[Anonymous]

Premodern Japan, fascinating! How did rice technology get to Japan, via China, but how? Why would such a difficult labor intensive crop become so important? Morgan is an interesting lecturer. The cultural acceptance of a variety of spiritual practices is almost a reflection of the variety of landscape and weather patterns found in Japan.

[Anonymous]

Speaking of connections...
I can't believe how lucky in sequence I am along with this institute. On Tuesday we have class, and on Wednesday I am starting my super quick unit on WWII. Yeah, super quick since the CSTs cover civil rights...but I also found myself talking about Japan and how Japan made a serious effort in the 1870s to become a "modern" nation and that they obviously learned their lessons well, invading Manchuria. I found myself speaking about the Shogunate...about the emperor having no real political power, and about the constitution that allowed for the eventual imperialistic and expansionist tendencies they would adopt. So, I felt like I had a deeper understanding of the history of Japan and therefore felt more comfortable in this subject. I did manage to get to Hideki Tojo and bomb Pearl Harbor....Today we fought and won the war...I will be spending time looking at the consequences of the Atomic bomb, the decisions that went into it etc..
This whole series has been so beneficial for me and so immediately useful in my lessons....

[Anonymous]

Love that we have started learning about Japan. This is one area of East Asia that I really don't know much about so I'm looking forward to learning even more. Lots of interesting information about the samurai. I was able to relate some of the information to a group of my drama students that are doing a skit about ninjas. I was happy I could clear up their misunderstanding of the subject.

[Anonymous]

I haven't used the information from this session with my students yet, but I have found myself talking to my family and several friends about Japan lately. I did not know much about pre WWII Japan until this session. It is really interesting to see how the structure of Japan's society developed under the Samurai.

[Anonymous]

I was the one that asked the samurai/ninja question in class. The next day (even though we're in the middle of the reformation) I told my students everything I had learned about Japan during the middle ages. I shocked them with the "there are no such things as ninjas". I told them what Morgan told us, but I still had kids that swore there had to be ninjas because of that show "The deadliest warrior". Most, however, were satisfied with the dragon analogy. I can't wait to use it next year. I finally have an answer to the question I've been trying to figure out since I've been teaching 7th grade Social Studies. Now if someone could tell me why the game "Marco Polo" is called Marco Polo, I'd be set.

[Anonymous]

I like what Dpaul mentioned about having some over due prior East Asia knowledge from which to draw from. I have been in a masters program for the last 3 years and it is so refreshing to finally get to look forward to just sitting and learning again. After only a month I feel like I have so much more knowledge to draw from and can confidentaly talk about it as if I know something. I have over booked myself, and have been leaving class early because I have been cast in a production of Julius Caesar in San Pedro, and have been having to leave early for rehearsals. I am genuinely bummed when I have to leave early, and I keep telling myself, "I can stay one more minute... just one more minute."

[Anonymous]

Last week's seminar was very interesting. I did not know about the adoption issue of Japanese's families and their business. In addition to learn the social heirarchy was very helpful. I also talked to my math students about the importance of math and business as related to the Japanses families and the Tokagawa period. Math does make a difference! How the Japanese were educated on imperialism was quite facinating. The 1871 Iwakura mission really shaped how Japan ran business the following years.

[Anonymous]

I was very surprised to learn that ninja were fictional characters as well. I always thought they were special agents for China in some kind of way. And I find it very interesting that Samarai's were the ruling class during the Tokugawa Period.
It is also interesting that in during the 1800's the peasants in China were at the bottom of the society chain but in Japan, the peasant came right under the Samarai. It would be a good idea to have students compare & contract the peasant who lived in China and Japan.
I am also glad we are learning about Japan now because I do have a little prior knowledge since my trip there this February.

[Anonymous]

I thought it was really a good idea that the Japanese would "adopt" members into their family to perserve the familyl business. That is a cool idea. When I was in Japan, one the families I met, had a carving business. The dad carves these fascinating wooden statues and it is a very profittable business. But his to daughters have no interest in the business. So it would be good if one of the daughters marries a man who cold help carrying on the dad's business.
I'm not sure if that is still a custom that is in place but I think it is a good idea.

[Anonymous]

Could anyone clarify the difference between shogun and emperor? I believe that shogun is the person is has the real power and emperor is the one who perform religious ceremony? I'm still confused with the two.

[Anonymous]

Hey that's so cool, I'm planning on going to that production of Julius Cesar in June.---can you describe yourself so I can connect you from class to the play?

Pat

[Anonymous]

I hope this is an appropriate post because I am really interested to know how long you were in Japan and where you stayed. I made three trips to Osaka myself but we had to stay in an American style hotel and eat "American style," food!

[Anonymous]

My energy is always high when I get to class because I know I am getting a reverse USC education (they're paying me!), and where the heck do you get that except in a dream that includes rainbows and unicorns?! And so I just soak it up and soak it up.....I want to know more about the imperialistic tendancies of pre-World War II Japan. While I have heard cursory commentary upon it- I haven't seen that PBS show yet- (where I get all my information...) so I am just starting to put things together on this topic. The readings have shed so much light.....

[Author]

Posts