teaching about the recent past

I once read in a history text that McCarthyism was Americas darkest hour. I couldn't help but think what was SLAVERY!

Textbooks go figure.

Frank

Zimmerman is right the U.S. does have a messy closet. I for one teach about how the black slaves were openly reported to be inferior to the whites but when a slave ran away the newspaper clippings would report a hansome, intelligent man that could read and possibly speak two languages. I report on heros such as Elizabeth Keckly and other remarkable historical figures that will not be found in our textbooks. But, I do not blame textbooks for not reporting the facts I blame the teacher (Professional Development). However, if you continuously report the negative side of history you will tear down your country. So empower without raining on every parade. America is great country--at least that is what some foriegners tell me. The way I see it wherever you have people--you have sick, evil, problems. Teaching about the past doesn'tr erase the pain, hopfully it makes us aware of how to prevent these plagues in the future. Lastly, to all the teachers who love to teach the great evils, all the time--don't forget to teach about the heros and martyers--like Oscar Schindler, U.S. Grant,...

Frank

Today's LA Times features an article about the Yasukuni Shrine, the controversial war memorial in Tokyo. Apparently, Prime Minister Koizumi is facing growing criticism in his own country over his visits to the shrine. I used to wonder why he made such a public spectacle out of his annual visits. I figured it had something to do with his pride. But I was also sympathetic to the possibility that he was paying his respects to the 2.5 Million Japanese soldiers that died for his country in WWII.
The article implies that Koizumi's political ambitions and duties are the driving force behind his visits. The Japan Association for the Bereaving families of the War Dead supported Koizumi when he ran for Prime Minister in 2001. He must feel indebted to these benefactors (they keep the shrine funded) and is trying to maintain the support and satisfaction of his constituents. In the meantime, however, Koizumi must contend with the growing criticism of his own people. In addition to the angry reactions witnessed in China and S. Korea, some Japanese people are also urging him to discontinue his visits.
I would like to visit the Yasukuni Museum some day to see, once and for all, if the historical "airbrushing" and "glossing over" and "sugar coating" and war crime denial is really as blatant as the outspoken critics claim. Textbooks, museums, territorial disputes, and the actions of political leaders need to reflect a diplomatic sensitivity that Koizumi seems to lack. Possibly as a result of the growing concern over its intensifying relations with China, a nascent movement of frustration and criticism seems to be evident in Japan.

Have there always been so many articles on East Asia in the news? Or are my eyes simply more open to them. Nearly every day or so there is a special feature or article on China or Korea in the news. It seems that taking a course on East Asia has given me the background I need to notice, read, and understand these many articles.
Courtney

Monday's Los Angeles Times (July 11) has a first-page article on the stress young Chinese people are feeling because of the opportunities posed by a more commercial economy. There were several interesting ideas:

1) With China's one child policy, the only children in each family feel tremendous pressure to do well. Their parents, grandparents, etc., encourage the child to succeed. Plus, the parents of this generation of young adults were unable to achieve their dreams because of the Cultural Revolution and Communist restrictions, so they are trying to live out their life goals through their children. This pressure is causing young people to not be happy with anything they achieve; their goals are so high that they can't find happiness in achieving only a portion of the goal. They are looking at a few billionaires as their role models and are feeling frustrated that they aren't keeping up.

2) Many Chinese feel that this is a "once-in-a-few-centuries era when dynasties topple and individual fortunes are made -- and that they're missing out." I could see how this would be an enormous pressure. For decades, the Chinese government has restricted opportunities, and now that it is clipping some of the chains, the Chinese feel the door of opportunity will be open for only a short time and they have to enter now or neverl. In the U.S., we don't have that kind of time pressure; there's a feeling that the opportunities will always be there, and Americans can find success any time.

3) The article explained that one problem in China is that there is no way to balance the materialism with ethical goals. The government has discouraged religion, which provides a "counterweight in many other societies," and "personal contentment, scholarship or ethical behavior" are not emphasized. Material wealth is the new "religion" on China. Perhaps this isn't so different from the standards of many in the U.S., but I fear for a people -- anywhere -- for whom materialism is the highest goal. First, it doesn't help people feel satisfaction in life and second, it encourages more use/waste of our world's resources. I understand that everyone wants to be "comfortable," but it's hard to put any limits on comfort.

4) This drive for wealth is causing a rift in society between the haves and the have-nots. Some of the older Chinese are upset because there is such a discrepancy in wealth. One 48-year-old was quoted: "What's so great about letting a few get rich while so many more are dragged into poverty? I really miss the Mao period when things were equal, and wish we could bring back the good old days." Now, this sounds like the U.S. We, too, are struggling with the two-society phenomenon, and there is this nostalgia for the past. Ah, how to develop the perfect society...
Courtney

I am having the same observation. Were these articles always there and I never really took notice? I think yes and no. I think there were articles but I think the tide of articles about China and North Korea specifically have risen tremendously. The changing economy in China is so significant not only because of its size but also that it is occuring in this era of globalization, easy information access, etc.

We are aware of the trade deficit with China, I realize that at least something I'm wearing each day was made in China. But its really astounding, goods made by companies in lets say Western Europe, anywhere from wallets, to makeup, to jewelry are made in China (I've been out doing a little bit of shopping during summer vacation). Outsourcing of course is one of strategies a company uses to cut costs and increase profits, China is definately capitalizing on it. Additionally, I was at a business office when a man (who is an airlines pilot) brought in his wares from China - unbelievable designer knock-offs. I have a pretty good eye and could not tell the difference in most of these goods. Apparently for instance, Tiffany jewelry; they have all the molds.

I can't say for certain, but I do not believe there have been, consistently so many articles about East Asia and China in particular in the past. We also have a greater awareness so we are more likely to notice what is there. But, as China has become a more important player on the world stage, there is more to write about and more interest. In this vein, I believe China has recently (within the last year) crossed form being important in the world to being a major player. Whith the recent alterations in trade limititations and China's ability to enter into large scale economic cmmitments, ie. Unocal. I think they reached a kind of financial critical mass that has allowed them to jump into the scene.

Just some perceptions,

David Dandridge

A current issue that may make good material for "recent past" is the Chinese offer to buy Unocal. It will be interesting to see how our government handles it and how the Chinese react to that handleing. In particular if Congress disallows the Chinese offer or puts serious restrictions on it. Something to watch and record.

David Dandridge

Recently shown on the History International channel (do they sell copies?) part of the "China: the Dragon's Ascent "series.

Today's peasants complain to local officials about housing destruction because of new road building. However, once displaced from longowned property, they can't afford new housing, school fees or ever increasing taxes.
The citizens threaten "Solve it or we'll expose you to the TV station." Soon after they are paid enough to relocate. The peasants say "we don't know enough to question things" but still find a way to solve their problem effectively!

They are still taxed via rice for payment. Taxes are continually levied/raised in "preparation for floods/droughts."

Also, they cite Mao's theory to not "force peasants to work and provide education for them."

Furthermore, they see and nod to the future in wanting more and now.

Class use: taxation, politics, education rights, strong arming, rezoning & eminent domain of property seizure

Seen in a recent L.A. Times article.

A small town Chinese couple left behind their children to move to the big city and work in a factory. With the money they earned they could pay for the education of their children. They looked forward to New Years- the only few days to go home and visit family and they have only 1 day off per month.

Although sad about leaving their 2 kids parentless (w/grandparents), they were optimistic that their children were better off with an education.

However, the husband was soon diagnosed with a terminal lung disease produced by the silica he continually inhaled at the gem factory who produce rocks for Liz Claiborne and others. When the factory
learned of his condition, he and others like him, were all fired 3 days later.

The couple soon ran through the small corporate payoff on massive/continual medical bills and could no longer afford to make education payments for their children. They had to quit school and have not returned and probably won't ever- they are now 8 & 14.

As a result, the entire family is much worse off financially for the move and faced with the impending loss of both a father and primary wage earner.

Class application: compare/contrast w/ Our employee grievance & health benefits system (or lack of)

Another piece of new news concerning China is regard to the valuation of the Chinese Yuan.
The Chinese government dictates the value of the Yuan in relation to other currencies rather than allowing the market make this decision. Many nations, lead by the U.S. have been bitterly complaing about this practice as they have claimed that the PRC is artificially devaluating the Yuan so as to make Chinese products cheaper outside of China. On Wednesday or Thursday the Chinese government agreed to allow the Yuans value to slide a bit. Not as much as some wanted, but it is a change, it appears the Chinese government may have bowed (a bit) to external pressures. it will be interesting to see how this change might alter prices and if it is only the start.

Uses: Government and economics classes

David Dandridge

An interesting topic for debate/discussion (for a government class maybe) would be the China-Taiwan situation and how various nations including the US have and are handdling it.
In prticular ilooking at how we view thi situation to radically differently than The PRC and how we handle it so differently from other "internal"l national disputes, or is this "internal?" How do we define "internal" and does that definition change over time or as conditions change (double standards)?
A venue for good discussion, and one with new pieces of data being added quite frequently, posibly allowing a return to the topic multiple times over time.

David Dandridge

The drought in China has upped the concentration of pollutants in irrigation water thanks to the pharmaceutical factory runoff. In retaliation they pelted the plant with rocks/tools forcing a suspension in production. Since the farmers distrust local leaders/political system they prefer to fix things themselves. This is not an isolated incident as villagers are rising against corruption, pollution and land seizures. Meanwhile party officials want to solve peacefully yet local authorities react with indifference creating frustration, violence & bloodshed. When the plant started up again the farmers again resorted to violence. Then the government stepped in to oversee safety measures.

China's rapid economic growth is destroying the health, habits & welfare of traditional dwellers. As a result, people are losing traditional jobs, land & resources. Without education or reeducation what choice do they have?

Would make an interesting assignment to examine the scope of such problems, responses to the problems and projected outlook on them. To carry that further, how do they compare to our situation at home? Do they have music stars and Farm Aid fund raisers? What about gov't crop subsidization? How about pollution, related acts/programs and how much are they adhered/upheld? We have plenty of those problems happening here. I know China has restrictions but companies often escape with levied fines which are often not paid.

see related story
http://tokyo.usembassy.gov/e/p/tp-20050728-09.html[Edit by="kdietrick on Jul 28, 2:35:56 PM"][/Edit]

Are history and objectivity inextricably intertwined in a paradoxical mutual exclusivity? Texts are malleable forms that can be shaped, like clay, by an author. What makes texts difficult is the same thing that makes understanding life situations so difficult. X breaks up with Y ending the relationship. The story will change depending on whom you talk to. X will say one thing and Y another. X's best friend will have a completely different story as will Y's best friend. It's a game of telephone, and that is just the nature of life and information. Now comes a problem, something happens; something that future generations should know about. Who tells it and how? What were the 1960's in America? I've read books that conflict with history teachers that conflict with folks that lived throughout the period. And even the follks disagree. What will be written of it? So perspective seems to be the key. The awareness that despite History's attempt at objectivity true history is an oxymoron is essential. So what is there to talk about regarding revisionism in history-just who is revising and what their agenda is. Critical thinking regarding perspective seems to be the key. The ideal text would include multiple views on the same incident by as many different perspectives. Because History texts generally eschew this approach, a sort of myopic perspective reigns, typically that of the most powerful. So we as teachers should work to counter single perspectives. The 1960's in America-look to Newspaper articles, video, audio, books, words of hippies, musicians, bums, politicians, blue collars, white collars, no collars, and whatever else you can get your hands on. Is this right or wrong? Does it diminish the authority and importance of History? I'm not sure-

When the Tsunami hit the Indian Ocean affecting the surrounding countries mostly in Asia. It seemed like amovie. Never again in history has there been such a disaster. Are the warning machines enough to prevent another Tsunami? It was a disaster that must be avoided at all costs.

Well, I see it’s been a year and Chinese anger over perceived whitewashing of historic events by the Japanese is still causing problems. I read an article today at BBC news on the Internet that covered a lot of general background on the tensions between Japan and China. The textbook issue is cited along with the recent visits by the Japanese PM to shrines that honor war criminals and other points of contention for the two nations


Here's the link

http://news.bbc.co.uk/2/hi/asia-pacific/5050900.stm

Sorrry, but I can't get the link to paste properly. You'll have to cut and paste it.


The article is actually reporting the release of aids and loans delayed since March by Japan to China. Seems as though this may signal a slight warming of relations.

There are several links with the article, and I particularly appreciated the analysis of the current strategic balance between Japan and China and their conflicts over power, economic growth, resources (especially oil), military strength, disputed islands and of course Taiwan.


In terms of the textbook issue specifically, I really try and get my students to consider whose version of history we are studying. As Clay mentioned in Saturday's session, the determination of content and curriculum is unblievably powerful. What you don't study may be even more important in shaping your beliefs and expectations than what you choose to examine.

I'm not sure how many of them really get this, but some do and I think its one of the most important lessons.

I think we can express the outrage that horrible atrocities were committed without associating the crimes to the people who are living sixty to seventy years later. The same goes with our treatment of Native American Indians and the Japanese who suffered in the internment camps during world War II. What we can do is show that humanity from all walks of life are capable of some terrible things and even our thoughts can show us what we are capable of. We might want to spend more time looking inward and checking our own hearts when discussing these issues.

Other things that I found in reading the book is Mao's love of violence, his willingness to sacrifice the lives in order to finance his nuclear programme and his constant love of intrigue to obtain his status as a cult hero to be worshipped. He was even willing to risk nuclear war to achieve his goals because he was relying on the huge number of Chinese. Chang put him on par with Hitler.[Edit by="rspringer on Sep 19, 9:42:16 PM"][/Edit]

Good resources for teaching about the recent past are "Time for Kids" magazine and website and "Current Events" magazines. "Time For Kids" is very good about dealing with current issues. I remember reading and discussing an article on the topic of the Japanese textbook with my class. TFK also has a companion website with archived arcticles on just about any topic in the news. In addition to these articles, there is a "Go Places" section that teaches students about the history, geography, and daily life of countries in Europe, Asia, and the Middle East. "Current Events" is also wonderful because it presents a current news story and includes a seperate "Timeline" section that traces the history of the issue.

I think that the situation right now in this country could be viewed as pretty dark also. Fortunately, it is out of the deepest darkness that there is the potential to be birthed the greatest light. The pendalum swings and eventually all things come into balance. Peace within/peace without.

I think history books should make you love humanity. After learning about the twists and turns of every culture trying to be birthed into its higher vision one can have greater compassion for all that people go through to get it right.

Unfortunately, strong nationalism tends many times to divide people - "my nation/culture is better than yours". We need to develop an appreciation for the diversity of cultures thoroughout the world. That is the positive aspect of nationalism.

I have been reviewing the CD, The National Clearinghouse For U.S.-Japan Studies. It is a treasure chest of excellent resources for teaching about Japan. I found a lesson plan for using selections from Sei Shonagon's The Pillow Book. The lesson plan is easy to follow and offers multiple activities that can be adapted to many different academic levels. There are numerous links to interesting websites to provide background information for both teachers and students. The Japan Digest articles contain many valuable teaching topics. One article that I particularly thought was interesting was, Japan in the U.S. Press: Bias and Stereotypes. It analyzes the ways that stereotypes about the Japanese have been/continue to be perpetuated in the media of the U.S. The article also points out that some of these stereotypes are encouraged by the Japanese themselves. The most valuable portion of the articles are the analysis/critical thinking questions for discussion at the end of the article. These questions are so well written that you could ask students to consider them again and again with different cultures. For example, one of the discussion questions asks students if samurai images are "misappropriated". Well, this is a question that could be asked about articles on China, Islam, or Africa.

I reviewed a Chinese culture unit entitled, China: a Cultural Heritage. It is put together by Marjorie Norman and Peter Evans for the Jackdaws Portfolio series. Primary source documents and artifacts are utilized to teach students about Chinese history. This unit could be used in many different ways ( introduction, selected lessons from the unit, deep learning, and conclusion). It also could be utilized with the whole class or in workstations (small groups or pairs). I think that if it were utilized in a workstation situation, each small group could complete 2-3 primary source document/artifact analyses in a class period. There is a vocabulary list and definitions of words that students will encounter within the primary source documents at the beginning of the study guide for this unit. Accompanying the vocabulary is an analogy exercise to deepen the meaning of the vocabulary words.

What makes this unit particularly student-user-friendly is that it provides students with the "big picture" then teaches them to look at the details. For example, (primary sources are on "Broadsheets") Broadsheet 3 discusses Chinese literature. Students read this which provides a short historical background as well as examples from the Book of Songs(translated by Arthur Waley),On the Mountain(Translated by David Hawkes), and Proclamation to the Crocodile(translated by Glen W. Baxter). The activity that the students complete is an analysis of a section of Proclamation to the Crocodile. Students are guided with specific critical thinking questions.

There are pictures of Chinese artifacts. There is a book that explains the significance of the artifacts and provides activities for students to complete. These types of exercises are very important to show students that the "things" of the past give us important clues to the life, thoughts, and cultures of the past.

In addition to activities for students to complete, there are numerous suggestions for extending the Chinese cultural unit. I think the Amy Tan Chinese American extension activity looks interesting. What the teacher would do is print out a selection from one of her works (or read a selection to the class) and have the students pick out both the Chinese customs and traditions that are reflected and not reflected in her work.

Thank you very much for your insightful post on the lack of balance between materialism and ethical goals in China. I agree with your statement that we do to certain extent also worship financial success and the almighty dollar here in the US. However, your comment that the strong bedrock of religious freedom and faith in our country mitigates our obsession with material goals in a way that is not possible in China is both interesting and on-point. We do have big hearts here in the US. The Fox network through the popular television show "American Idol" recently raised over 70 million dollars from its viewing audience to aid indigent and poverty-stricken children and their families in both Africa and the US. The United States was also one of the largest, if not the largest, global contributor to the Tsunami relief efforts with much of that funding coming from private sources.

Is China able to raise funds for humanitarian relief with such ease? How does the Chinese government dissuade its populace from participating in religious activities? Does this negative attitude towards religion on the part of the Chinese government have an equally negative impact on the nation's attitude towards those less fortunate?

Several posts in this thread have dealt with the Yasukuni Shrine, a memorial to Japanese war dead that is seen by many, especially those in other Asian countries, as a symbolic glorification of Japanese militarism. But if Yasukuni can be seen as a symbol of Japanese aggression, then Hiroshima, and its Peace Park, surely can be seen as a symbol of Japanese victimization by a ruthless military power, the only one, to date, to have used nuclear weapons, twice, against an unsuspecting, unprepared civilian population. That the military power is, of course, us, the US, makes it all the more remarkable that an American, albeit a peace activist, has been appointed director of the Hiroshima Peace Park, as reported in the Los Angeles Times article of June 11, 2007 by Bruce Wallace, "Dispatch from Hiroshima: New peace message, via an American."

This fact, in itself, is astonishing, as if the Pearl Harbor Memorial in Honolulu were to be turned over to the directorship of a Japanese national (albeit a peace activist) or the Museum of Tolerance to the guidance of a German national (albeit a peace activist). And yet that is precisely what the mayor of Hiroshima, Tadatoshi Akiba, decided to do. The rationale for this decision, Wallace writes, is Akiba's desire to "turn Hiroshima's misfortune as the original victim of nuclear war into more than just a sentimental force for peace." What revealing word choices Wallace makes, especially the word "misfortune," as if poor Hiroshima just had the bad luck to be in the wrong place at the wrong time, rather like being hit by a meteor, nobody's fault, really, just bad timing. The word "sentimental" is also problematic, especially for those of us who have read (and taught) John Hersey's Hiroshima, with its sobering, often horrifying, documentation of six survivors' accounts of just how "sentimental" it was to live through the "misfortune" of a nuclear attack. Curiously enough, this same kind of blame-the-victim approach is echoed in the words of peace activist Steven Leeper, now charged with publicizing Hiroshima's "sentimental" memorial to its "misfortune." "There is a view among some," Leeper is quoted as saying, "that Hiroshima's message is all emotion and lacks substance." How unsettling to hear one of the major atrocities of the Second World War referred to in the language of American advertising, as if stalwart peace activist Leeper were a pitchman telling Hiroshima it has to ramp up its "message." Imagine the international outcry that would greet a similar statement made by a German about the Auschwitz Memorial. And as for lacking "substance," Wallace begins his article by reminding readers that one has only to dig three feet beneath the topsoil of the Hiroshima Peace Park to unearth bones of the victims of America's nuclear attack. If the radioactive remains of the first victims of the Atomic Age are not "substance," then one wonders what Leeper is talking about.


As the article continues, it becomes clear that Leeper's intentions are honorable. He wants to use the Peace Park as a symbol of and force for the transition of the world from a "war culture" to a "peace culture," a noble idealistic vision. But the focus of reporter Wallace, and peace activist Leeper, comes back again and again to Japan's role in starting the war and the belief, especially on the part of certain Korean and Chinese nationals, that the Japanese are somehow "getting away with looking like they were the only victims." That the Japanese were obviously not the only victims of the Second World War does not in any way diminish the stark reality that the bombing of Hiroshima was a wartime atrocity, an idea that is conspicuously absent from this article, as well as any mention, however brief, of the culpability of US militarism and the US "war culture" for the horror of Hiroshima and continuing warfare in contemporary Asia and elsewhere. Peace activist Leeper does not even touch that hot potato, let alone pick it up. The Hiroshima debate is, of course, controversial and one that I would like to open in a separate thread because of its complex and crucial significance for past, present and future American international policy and political identity. But this article about the Hiroshima Peace Park's new director raises another, disturbing question, at least for me. If nations start unprovoked wars, as Japan did, do they then "deserve" whatever happens to them, including, but not limited to, nuclear attack? I do not know the answer to this question. But if it is "yes," as this article seems to imply, then all citizens of the US, with its unprovoked invasion of Iraq, have grounds for serious reflection and concern.

Leigh Clark
Monroe High School

One of the great things about this seminar has been the wonderful books we have been given, all for free, as if it's our birthday. Kwangju Diary, with its ominous subtitle, Beyond Death, Beyond the Darkness of the Age, came in shrink-wrapped cellophane, on its cover a picture of three young South Koreans marching under arrest with their hands up while a soldier stands by, automatic rifle held raised and ready for firing. I assumed that the book was some kind of impassioned tirade against the US-supported military dictatorships that have run South Korea, our friendly "democratic" client state, since the stalemate that concluded the Korean War. I did not get around to reading it until I had to take my car in for servicing and brought the book along to have something to read. They spent over three hours fooling around with my car at the dealership, but they had to call me more than once to get my attention away from the book and pay my bill. I drove home and finished the book that same day.

Kwangju is impassioned all right, but it is far more horrifying than any merely verbal polemic could ever be. What the book offers us is an immediately-after-the-facts journalistic account of the uprisings by university students and industrial workers beginning 14 May 1980 in Kwangju, the capital city of South Cholla Province, the agricultural hinterland of South Korea. The country had been in turmoil for a year before the uprisings in Kwangju, beginning with a strike by young women textile workers in 1979 at YH Trading Company east of Seoul. The strike was crushed by General Park Chung Hee. One woman was killed and many were savagely beaten. In the course of an argument in a safe-house meeting with Kim Chae-gyu, head of the Korean Central Intelligence Agency (the KCIA), General Park was killed when Kim drew a pistol and shot him at point-blank range. The political chaos that followed Park's assassination led to the uprisings at Kwangju, which were met with savage barbarity by troops under the command of new dictator Chun Doo Hwan. Students were beaten and killed. A woman had her breasts flayed by bayonets. Older Koreans who tried to offer shelter in their apartments to students fleeing for their lives were also beaten and killed.

Kwangju Diary was written by Lee Jai-eui, a participant in and eyewitness to the uprisings and their unspeakably bloody aftermath. The book, first published in 1985, was originally attributed to the older Korean novelist Hwang Sog-yong in an attempt to shield from political persecution the young man who had actually written it.

Reading Kwangju Diary is a harrowing experience, made even more appalling for American readers by the knowledge, delivered in the foreward by University of Chicago Professor Bruce Cumings, that all this savage murder of students, workers and old people happened with the tacit support of Jimmy Carter's administration (and later, of course, the support of the Reagan administration). This is sobering news for Americans who like to think that Democrats--despite the militaristic decisions of Roosevelt, Truman, Kennedy, Johnson, et al.--are somehow more "pro-peace" than Republican warmongers, and that Jimmy Carter, with his Habitat for Humanity and monitoring of elections in third-world countries is an especially shining example of Democratic high-minded idealism at its best. It is depressing, to say the least, to read about Cyrus Vance and other members of Carter's administration kowtowing to South Korean dictators with blood on their hands, blood that would not be avenged until Chun and his henchmen were put on trial in the middle 1990s, by the Koreans themselves, not by the members of the Clinton administration in charge of the South Korean military command.

Kwangju Diary is a book all Americans should read. I understand now why many South Koreans, especially in Seoul, express anti-American sentiments and hostility to Americans as representatives of a country that has kept South Korea under the heel of one dictatorship or another for over four decades. How different this reality is from the fantasy projected by the American media of a happy and prosperous and democratic South Korea threatened by an evil, dangerous and communist North Korea (ruled by a brutal dictator, of course) that requires a perpetual US military presence on the Korean Peninsula and an effective hegemonic control of the South Korean military and South Korean "democracy.'

Leigh Clark
Monroe High School

I went to Hiroshima in 1989. It was hot, humid, and very modern. Until I got to the Pikadome (the surviving building at ground zero). I was impressed by the destructive force, but noticed that there was no effort at the museum to point out the responsibility of the Japanese war leaders and the cooperative public in causing one of the most destructive and murderous wars in Asia.

It did, however, point out the American responsibility for using the weapon.

I wrote a comment at the exit, in the guest book, that events like Nanqing and Hiroshima could have been avoided had the Japanese people and leaders behaved differently.

On a similar note, while teaching in a Japanese high school, I noticed that Japanese history textbooks missed quite a bit of WW II where Japan was involved. When Mombusho (the Ministry of Education) experimented in listing texts that did cover the material, the resulting backlash from a minority of conservatives forced the removal of the texts from the list.

I did not realize how much this situation of denial meant (Americans have more amnesia about WW II, than the Japanese, I feel), until I saw various complaints from Japan's Asian neighbors about visits to the Yasukuni Shrine by Japanese leaders, demands for an apology, and some groups demanding reparation.

Though I have sympathetic feelings to its Asian neighbors, I think Japan has a right to honor its military dead. The Shrine represents all those who served Japan from the Meiji Restoration to the present day. America honors its dead from both honorable and dishonorable military events. Just what does the Vietnam Wall mean to the families of two to four million Vietnamese killed by US military forces?

Who is without sin?

At any rate, I think Japanese should be able to honor their dead, as many nations do. Modern Japan has renounced war, but has no obligation to forget its sons who died serving it.

Greetings,

I believe that in order to teach about the recent past, we must teach our students the past, the cause of these recent events. I would begin with teaching about WWII and Japan's role in the Pacific War. Committing many crimes against humanity, Japan invaded many Asian nations. I would then explain the significance of Yaskuni Shrine as the memorial of Japan's war dead. I would also explain the 2 prevailing Japanese perceptions of their role in the WWII. Many Japanese minimize their role claiming it was the military that committed the atrocities and that there is no use dwelling on the past. Also I would teach the perspective of Japan as the victim of 2 atomic bombs. I would then have the students compare and contrast the Hist Text book situation in Japan with our own situation in the US regarding the treatment of Native Americans and African slaves and how much of US history is excluded from our books.



John Yamazaki

The Japanese have a right to mourn their dead, as does any nation. I remember the flap that occured when Reagan visited the cemetary where the S.S. soldiers were buried. At the time I was thoroughly outraged and could not believe any president could act so stupidly. Maybe I have softened or mellowed with age, but I have come to believe that even the aggressors are worthy of some kind of sympathy. Many of these dead soldiers, be they Japanese, German, Khmer Rouge etc. were as much victims as those they terrorized. They were sucked into the maelstrom and followed the herd. So many of them died before they really had a chance to find out who they were as people; before they had the opportunity to think about the greater philosophical questions that elude youth. I certainly don't agree with what they did, nor do I believe in the 'just-following-orders' defence of one's actions, but I truly see these losses as tragic as well. When we discuss these sorts of things in class, students often want the quick and easy moral resolution. In the past I was more than willing and able to do so; these days I try to see things from as many viewpoints as possible.
I remember when I was teaching Night to a 10th grade class, and a student asked me if I thought Hitler was an evil man or just a guy that made bad decisions for himself (and his country). I responded in the affirmative- Hitler was indisputably evil- but I also pointed out that life is a series of decisions that we all make. I emphasized that one of the tragedies of people like Hitler and his ilk, is that they were unable to harness their abilities to advance society.

This is interesting. The easiest thing to do is say Hitler was evil and leave it at that. You can do that with any infamous person. However, if we leave it at that, especially in a history class, we are missing the meaning, motivation, and emotional and mental state that leads to these bad men doing what they do. The question should be, "Why was Hitler evil, or, what made him evil, or, did everybody think he was evil? These questions can show why he did what he did, and most importantly, make parallels with other people that may follow the same path. How can we identify who is evil and who is good without understanding people who were evil and/or good. Is George Bush evil? Can we draw parallels here between Hitler and G. W., or is George Bush a hero for, in the light of a unpopular war that could cost him his legacy, truly protecting us from terrorism. Only time will tell, but in learning about people like Hitler, we can see clearer what dangers and pitfalls a nation can fall into with its leadership. History has lessons for us that can help us in the future as long as we ask the hard questions and examine the evidence that has been well documented about our past.

I, like you, feel the Japanese should honor their dead. I feel any nation should, even if that honoring creates or brings back old wounds of wars or misdeeds of the past. I sometimes have to set aside my politics and remember that any country has a right to mourn their fallen. Japan's past is regrettable and history bears that out, and we will never forget, just like the Nazis under Hitler, but these people died for what they believe in, and whether I believe it or not is irrelevant to the issue when it comes to honoring the dead.

The issue I would liken to this is the confederate flag issue in the south. I have no qualms about the fact that the number one symbol of slavery in the south was and is the confederate flag. I have not forgotten slavery, and many states in the south to this very day have not apologized formally for slavery, but I cannot say to the ancestors of the people who fought in the civil war they do not have a right to honor their dead with the confederate flag. Putting it on the capitol of the Georgia legislature is another matter all together, but I see parallels here with this issue and Japan. History has proven that Slavery was wrong and that its effects are still being felt today, but honoring the dead does not fall in the same category to me. [Edit by="tstevenson on Jul 24, 6:36:40 PM"][/Edit]

Fine approach...if you teach history. I do not. I teach English Literature, and you suppose that there are always influences that createthe evil in these men. Many great writers would beg to differ.

The US-Japan Alliance, a brief stragegic history

This is the title of an article appearing in this month's Education About Asia magazine. It's an interesting look at how the US and Japan moved past the events of WWII and became political and economic allies in today's world. It shows our mutual vested interests as well as what could happen if this alliance were to disintigrate.

The U.S.-Japan Alliance article is excellent. It was one of the few articles are I read out of the winter edition of the Education about Asia magazine. I teach U.S. history and my students are constantly surprised that Japan is not allowed to have a full blown military.
The article is also excellent because it points out important apecst for having strategic allies in certain parts of the world.

Thank you - I will get this book!

Which reminds me, if there are any books that anyone has read/seen/purchased that have a good solid historical account of Asian history, I would truly appreciate a reference. As an English teacher, most of my resources have to be in some form of literature. An excellent history book will be a wonderful thing for cross-content teaching. For instance, "King Leopold's Ghost" by Adam Hochschild is an incredible account of Belgium's role in the colonizing of the Congo.

So, taking any and all suggestions at smontano@lbusd.k12.ca.us

Thanks,
Susie

The August 14, 2008 issue of The New York Review of Books includes an article by Christian Caryl entitled “The Other North Korea” that surveys five books recently published about North Korea. The article itself attempts to create a concise picture of North Korean society, drawing on the images from these books of government censorship (and its inability to sway perceptive citizens), famine, and defectors. Since North Korea shares such a long, remote border with China, many dissidents attempt to flea into that neighboring country. Unfortunately, “countless numbers of North Koreans [are] … summarily deported by the Chinese authorities to certain punishment back home.” Sounds a bit like the southern border of the United States.

The url for the article will only allow you to see the opening paragraph of the article; however, that opening does list the novels Caryl discusses:

http://www.nybooks.com/articles/article-preview?article_id=21713

As a postcript, Caryl recommends a newly released film, Crossing directed by the South Korean filmmaker Kim Tae-kyun, that "depicts in heartrending detail the desperate eforts of ordinary North Koreans to grasp at the straw of a better life by risking the trip to China." I tried, unsuccessfully, to find a source to purchase this on DVD.

I agree that textbooks are designed to lie to our students. Some of the lies are mere distortions while others are bold faced. I like to challenge the textbook in class and active ask my students to challenge even what have to say. Last year I taught about fifteen minutes of a totally made up history lesson on Abraham Lincoln before one of my students raised his hand and asked me when I was going to stop lying to them. After that they real lesson began and we had a class discussion about authority and believe what one is told and how to respectfully question authority and the status quo.

There are many people who still remember clearly about Japan's brutal colonization of Korea and the unspeakable Japanese atrocities throughout Asia during the pre and post WWII era. The horrific cases of the Rape of Nanjing and the enslavement of 250,000 "comfort women" as sex slaves for the Japanese imperial army before and during WWII are just two of the most infamous examples.

Japan to this date has not set the history straight. They have distorted many historical facts in their textbooks. They have not put much effort at all in reconciling with their Asian neibhbors in part because they have become the economic power in Asia and in a world in which they don't have to face the uncomfortable truth. As a result, the historical hostility against Japan throughout Asia has not come to an end yet, especially for the peoples of older generations.

It is true that colonization and war are ugly and no nation can apologize for everything that happened in the past. But what would make a difference is that they make a sincere effort by setting their history straight in their textbooks. Until then, Japan will continue to be seen by many Asian countries, and others, equal to those who deny that the Armenian Genocide and the Holocaust ever happened.