[clay dube]

Antonio asks a good question (should have raised it in class, since like many of the comments from this group, it was written during class). Does anyone have an answer as to why China doesn't become rich. After all, it had land reform.

The answer, of course, is that two other reforms were quickly undertaken that took away the land that had been distributed to peasant households. First, the cooperatives, and then the communes. So land was redistributed and a couple years later taken back. In other parts of East Asia land reform helped create a decent pool of rural consumers. In all of East Asia, it was an important signal that there was a new political order.

[clay dube]

Sabro,
Thanks for highlighting the office of the historian. It offers an incredible array of primary source materials. I drew upon it a lot in compiling these two collections:

Getting to Beijing: Henry Kissinger's Secret 1971 Trip

Getting to Know You -- The US and China Shake the World

[clay dube]

Hi Antonio -
Thanks for mentioning this story. Could you give a bit more info on the story, such as the reading level and author?

I'm guessing this is the story touched upon at these websites:
scroll down to unit 6, exploring cultures for a ppt and more
http://www.scottsboro.org/~flewis/SF%20Reading%20Street/Sixth%20Grade/Sixth%20Grade%20Reading%20Street%20Teacher%20Resources.htm

Glencoe pages
http://www.glencoe.com/sec/literature/course/course1/unit/theme1/webresources/allamerican.shtml

a video lesson using it
http://www.youtube.com/watch?v=SN6QSv3zBq8

Holt, Reinhart, Winston handouts on it
http://go.hrw.com/resources/go_mk/la/latm/LITRES01.PDF

a copy of the story
http://smartone.typepad.com/files/all-american-slurp-story.doc

Can others suggest student-friendly stories or articles on cultural collisions?

[clay dube]

Madeline, The announcement Xin put up was for 2011. The Korea Academy for Educators website is at: http://www.koreaacademy.org/.

Unfortunately, their 2012 program here in LA overlaps with our summer seminar. It began on Monday and ends Friday. Visit the Academy's website to get on their mailing list and to learn about upcoming workshops. They have one in San Diego on Oct. 20.

KAFE programs are highly recommended. Many of our NCTA alumni have participated in them and found the experience useful.

[clay dube]

Seriously cool. Their YouTube channel is at: http://www.youtube.com/user/historyteachers.

Just one problem, but it's a major one. Most of the world is neglected. Maybe you could help? How about something on the silk road, on the grand canal, on being a Manchu and governing China, on whether or not Marco Polo visited China, or ? So many possibilities.

[clay dube]

Gabrielle, -- I think the point you made about people grading their local schools much higher than they do schools generally is really important. I think this is quite common. Greater contact and knowledge does produce a better understanding of strengths and weaknesses and especially a deeper appreciation of aims and accomplishments. On the other hand, what we tend to mostly hear news about problems and failures in other places. So we form a more negative overall impression.

A 2012 Gallup survey finds "confidence in US public schools at a new low" - but big business, unions, congress, and HMOs score even lower!
http://www.gallup.com/poll/155258/confidence-public-schools-new-low.aspx

But as you note, in 2011, Gallup found that attitudes towards one's child's school were MUCH more positive (14% gave schools, generally, an A, 37% gave their child's school an A).
http://www.gallup.com/poll/149093/parents-americans-positive-local-schools.aspx

A Pew survey from 2011 found that Americans want more pressure on students while Chinese want pressure reduced. Indian parents also think the pressure on students is too great.
http://pewresearch.org/pubs/2086/china-students-united-states-pressure

[clay dube]

Several people have the requirements, so I suspect that in some cases it might be in your junk mail folder of your email program.

The requirements handout lists what you are expected to submit for your curriculum project. It is attached. If you submit a detailed lesson plan that contains a rationale (identifying the course, discussing where in the course the lessons would be taught, and explaining why you chose to focus on these skills or this content), the learning objectives, the materials to be used, the activities to be engaged in, the means of assessing student skill/knowledge acquisition, and possible extension activities, then you'll be just fine.

We don't want you to just recycle what the textbook gives you, something you pull off the web, or something you've already been doing. It's unlikely that what you come up with will be entirely original (others have used these materials and tried to teach about many topics), but we want you to draw on the topics and materials suggested (including web, video, and other resources) to develop your lessons.

You will mail the hard copies of your lesson plans to (as the requirements hand out explains):

USC U.S.-China Institute
ATTN: Outreach Coordinator
3535 S. Figueroa Street, FIG 202
Los Angeles, CA 90089-1262

You can put the digital versions on a cd that you include with the hard copies. That's the best way to send them. You can send the digital files as email attachments, though that's less desirable since files can be too big for some email systems. The hard copies will be mailed back to you with comments. We'll save the digital files for our records.

Some of you have been really working hard, taking notes, making connections, using your imagination on how some of what you are getting exposed to might be used with your students. I loved the way that some chimed in this afternoon on how some aspect of Korea's long past, rich culture, and complicated present might be made part of some lesson. We're looking for you to use your imagination and develop lessons that your students will benefit from and will serve our shared aim of strengthening American understanding of East Asia.

The quality of one's participation in the seminar and the lesson plans are quite important when we evaluate applications for study tours and in making recommendations for other programs. We also look for proof of impact in the form of letters of recommendation from supervisors and colleagues who have seen the lessons being taught or know that information has been shared with one's department or even more broadly (for example, several teachers have made presentations at regional and national professional meetings). You probably won't have a chance to teach this material before you turn it in to us, but we look forward to hearing how it went with your students. Many teachers like to photograph or scan student work or share photos of classes debating topic or doing other sorts of things. You can share these via the seminar forum, which remains open only to other seminar members.

You should post your reflective essay to the seminar forum.
You should post your film review to the film festival forum (if someone has already written on the film, add it as a reply, if not, you can create a new topic).
You should post your website review to the web resources forum (again, if it's a site others have written about, add your comments as a reply, if it's new, please create a new topic).
edited by Clay Dube on 8/1/2012

Attachments:

You must be logged in to view attached files.

[clay dube]

Several people have the requirements, so I suspect that in some cases it might be in your junk mail folder of your email program.

The requirements handout lists what you are expected to submit for your curriculum project. It is attached. If you submit a detailed lesson plan that contains a rationale (identifying the course, discussing where in the course the lessons would be taught, and explaining why you chose to focus on these skills or this content), the learning objectives, the materials to be used, the activities to be engaged in, the means of assessing student skill/knowledge acquisition, and possible extension activities, then you'll be just fine.

We don't want you to just recycle what the textbook gives you, something you pull off the web, or something you've already been doing. It's unlikely that what you come up with will be entirely original (others have used these materials and tried to teach about many topics), but we want you to draw on the topics and materials suggested (including web, video, and other resources) to develop your lessons.

You will mail the hard copies of your lesson plans to (as the requirements hand out explains):

USC U.S.-China Institute
ATTN: Outreach Coordinator
3535 S. Figueroa Street, FIG 202
Los Angeles, CA 90089-1262

You can put the digital versions on a cd that you include with the hard copies. That's the best way to send them. You can send the digital files as email attachments, though that's less desirable since files can be too big for some email systems. The hard copies will be mailed back to you with comments. We'll save the digital files for our records.

Some of you have been really working hard, taking notes, making connections, using your imagination on how some of what you are getting exposed to might be used with your students. I loved the way that some chimed in this afternoon on how some aspect of Korea's long past, rich culture, and complicated present might be made part of some lesson. We're looking for you to use your imagination and develop lessons that your students will benefit from and will serve our shared aim of strengthening American understanding of East Asia.

The quality of one's participation in the seminar and the lesson plans are quite important when we evaluate applications for study tours and in making recommendations for other programs. We also look for proof of impact in the form of letters of recommendation from supervisors and colleagues who have seen the lessons being taught or know that information has been shared with one's department or even more broadly (for example, several teachers have made presentations at regional and national professional meetings). You probably won't have a chance to teach this material before you turn it in to us, but we look forward to hearing how it went with your students. Many teachers like to photograph or scan student work or share photos of classes debating topic or doing other sorts of things. You can share these via the seminar forum, which remains open only to other seminar members.

You should post your reflective essay to the seminar forum.
You should post your film review to the film festival forum (if someone has already written on the film, add it as a reply, if not, you can create a new topic).
You should post your website review to the web resources forum (again, if it's a site others have written about, add your comments as a reply, if it's new, please create a new topic).
edited by Clay Dube on 8/1/2012

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You must be logged in to view attached files.

[clay dube]

I loved the image Daisy shared, but note it's a satirical piece rather than a propaganda poster. In our offices we have a similar poster for "The People's Republic of Capitalism" which Ted Koppel produced for the Discovery Channel. In it Mao holds high a red cellphone. http://www.youtube.com/watch?v=65SMAQpsMRA

[clay dube]

I loved the image Daisy shared, but note it's a satirical piece rather than a propaganda poster. In our offices we have a similar poster for "The People's Republic of Capitalism" which Ted Koppel produced for the Discovery Channel. In it Mao holds high a red cellphone. http://www.youtube.com/watch?v=65SMAQpsMRA

[clay dube]

Toni and others,
I've attached a copy of Franklin's "A Letter from China" (1784). I took it from http://www.archive.org/stream/writingsofbenjam09franuoft/writingsofbenjam09franuoft_djvu.txt . I have not cleaned it up (the page breaks, etc.). The language may be tough for contemporary readers, but it is interesting how Franklin published this suggesting it came from a Portuguese who went to China.

Below is a letter Franklin wrote to his friend, the Great Awakening super-preacher George Whitefield, which mentions Confucius. I got it from this Franklin archive: http://franklinpapers.org/franklin/.

To George Whitefield
Reprinted from The Evangelical Magazine, xi (1803), 27-8; also al (fragment): American Philosophical Society.

Philadelphia, July 6, 1749
Dear Sir,
Since your being in England, I have received two of your favours, and a box of books to be disposed of. It gives me great pleasure to hear of your welfare, and that you purpose soon to return to America.
We have no kind of news here worth writing to you. The affair of the building remains in statu quo, there having been no new application to the Assembly about it, nor any thing done in consequence of the former.
I have received no money on your account from Mr. Thanklin, or from Boston. Mrs. Read, and your other friends here in general are well, and will rejoice to see you again.
I am glad to hear that you have frequent opportunities of preaching among the great. If you can gain them to a good and exemplary life, wonderful changes will follow in the manners of the lower ranks; for, Ad Exemplum Regis, &c. On this principle Confucius, the famous eastern reformer, proceeded. When he saw his country sunk in vice, and wickedness of all kinds triumphant, he applied himself first to the grandees; and having by his doctrine won them to the cause of virtue, the commons followed in multitudes. The mode has a wonderful influence on mankind; and there are numbers that perhaps fear less the being in Hell, than out of the fashion. Our more western reformations began with the ignorant mob; and when numbers of them were gained, interest and party-views drew in the wise and great. Where both methods can be used, reformations are like to be more speedy. O that some method could be found to make them lasting! He that shall discover that, will, in my opinion, deserve more, ten thousand times, than the inventor of the longtitude.
My wife and family join in the most cordial salutations to you and good Mrs. Whitefield. I am, dear Sir, your very affectionate friend, and most obliged humble servant,

B. Franklin

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[clay dube]

Toni and others,
I've attached a copy of Franklin's "A Letter from China" (1784). I took it from http://www.archive.org/stream/writingsofbenjam09franuoft/writingsofbenjam09franuoft_djvu.txt . I have not cleaned it up (the page breaks, etc.). The language may be tough for contemporary readers, but it is interesting how Franklin published this suggesting it came from a Portuguese who went to China.

Below is a letter Franklin wrote to his friend, the Great Awakening super-preacher George Whitefield, which mentions Confucius. I got it from this Franklin archive: http://franklinpapers.org/franklin/.

To George Whitefield
Reprinted from The Evangelical Magazine, xi (1803), 27-8; also al (fragment): American Philosophical Society.

Philadelphia, July 6, 1749
Dear Sir,
Since your being in England, I have received two of your favours, and a box of books to be disposed of. It gives me great pleasure to hear of your welfare, and that you purpose soon to return to America.
We have no kind of news here worth writing to you. The affair of the building remains in statu quo, there having been no new application to the Assembly about it, nor any thing done in consequence of the former.
I have received no money on your account from Mr. Thanklin, or from Boston. Mrs. Read, and your other friends here in general are well, and will rejoice to see you again.
I am glad to hear that you have frequent opportunities of preaching among the great. If you can gain them to a good and exemplary life, wonderful changes will follow in the manners of the lower ranks; for, Ad Exemplum Regis, &c. On this principle Confucius, the famous eastern reformer, proceeded. When he saw his country sunk in vice, and wickedness of all kinds triumphant, he applied himself first to the grandees; and having by his doctrine won them to the cause of virtue, the commons followed in multitudes. The mode has a wonderful influence on mankind; and there are numbers that perhaps fear less the being in Hell, than out of the fashion. Our more western reformations began with the ignorant mob; and when numbers of them were gained, interest and party-views drew in the wise and great. Where both methods can be used, reformations are like to be more speedy. O that some method could be found to make them lasting! He that shall discover that, will, in my opinion, deserve more, ten thousand times, than the inventor of the longtitude.
My wife and family join in the most cordial salutations to you and good Mrs. Whitefield. I am, dear Sir, your very affectionate friend, and most obliged humble servant,

B. Franklin

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You must be logged in to view attached files.

[clay dube]

Many middle schools and high schools use Red Scarf Girl by Ji-li Jiang (http://www.jilijiang.com/red-scarf-girl/) as a work of literature and as a primary source document. The author frequently visits schools (for a fee), but also offers some online resources and the occasional webinar (online seminar). Many teachers recommend this book.

Wild Swans by Jung Chang is another popular choice. There are many clips of her talking about her book. She's more recently attracted attention with a biography of Mao Zedong. Wild Swans begins with her grandmother in Manchuria, then follows her mother's experiences, and her own. She lives and writes in Britain. Wild Swans has been turned into a stage play: http://www.guardian.co.uk/stage/2012/apr/22/wild-swans-review-young-vic.

Another memoir that teachers and students like and whose author sometimes gives public presentations is Helie Lee's Still Life with Rice (http://www.helielee.com/stillLife.php).

[clay dube]

Many middle schools and high schools use Red Scarf Girl by Ji-li Jiang (http://www.jilijiang.com/red-scarf-girl/) as a work of literature and as a primary source document. The author frequently visits schools (for a fee), but also offers some online resources and the occasional webinar (online seminar). Many teachers recommend this book.

Wild Swans by Jung Chang is another popular choice. There are many clips of her talking about her book. She's more recently attracted attention with a biography of Mao Zedong. Wild Swans begins with her grandmother in Manchuria, then follows her mother's experiences, and her own. She lives and writes in Britain. Wild Swans has been turned into a stage play: http://www.guardian.co.uk/stage/2012/apr/22/wild-swans-review-young-vic.

Another memoir that teachers and students like and whose author sometimes gives public presentations is Helie Lee's Still Life with Rice (http://www.helielee.com/stillLife.php).

[clay dube]

Temika and all,

Being a writer in China has many challenges. The book I mentioned yesterday (Spence, The Gate of Heavenly Peace) has a lot on Ding Ling's experiences (important early writer in the new culture movement, joined the Communist-led revolution, criticized and temporarily silenced by the party, rehabilitation). Her writing in The Diary of Miss Sophie and in the book on land reform (The Sun Shines....) might be excerpted for use with students.

Ohio State has a lot of resources on modern Chinese literature. http://mclc.osu.edu/

Here are interviews with Yu Hua (To Live):
2003 http://mclc.osu.edu/rc/pubs/yuhua.htm (I had planned to be a dentist....)
2003 http://www.international.ucla.edu/article.asp?parentid=5470
2007 http://www.pri.org/theworld/?q=node/14438
2009: http://video.nytimes.com/video/2009/05/08/books/1194840083927/an-interview-with-yu-hua.html (video)

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