Week 2: Archaeology and myths – HST267: Intro to Traditional Japan

This week we encounter archaeology and myth, so we have some really hard work to try and imagine a very different world: “The past is a foreign country. They do things differently there.” ( L. P. Hartley, The Go-Between)

We will also visit the library on Friday, to set you on your way as intrepid independent researchers. Five years from now, you’ll have forgotten most of the content from this class, but if all goes well, you will remember how to quickly find reliable information if you have access to a half-decent library. Imagine what you can do with a stellar collection like ours here at Trexler!

Slides
Readings
Assignments
Extra Credit Tasks
Where to Get Assistance?

Slides

Jan. 25: Early (early!) Japan
Jan. 27

Readings and class details

Wednesday: Early Japan – Archaeology and Mythical beginnings

(Ettinger 212, 11am)

Textbook: Aikens, Melvin C. “Origins of the Japanese People.” In Japan Emerging: Premodern History to 1850, edited by Karl F. Friday. New York, NY: Routledge, 2018. https://muhlenberg.on.worldcat.org/oclc/787849954.
- 11 pages (pp. 55-65)
- Questions to ponder: What are the big trends you detect? Don’t get lost in the details, but try to find the bigger picture: what is the general evolution towards a more complex society? Look back at Crone’s definitions from last Friday’s text.
- Of course, bring to class questions and points of interest/discussion to share and fuel our conversation 😀
Primary source: Shirane, Haruo. Traditional Japanese Literature: An Anthology, Beginnings to 1600. Abridged ed. Translations from the Asian Classics. New York: Columbia University Press, 2012.
- PDF, printed pp. 15-21 (Remember to use the login and password you can find on the Canvas page– ask your browser to remember them for the semester)
- These are the opening pages of the Kojiki, compiled in 712. It containes the widely known creation and foundation myths of Japan.
- Questions to ponder:
  - Why look at myths in a history course? What effect does the writer seek to produce in readers? What effect has the text produced since the time it was written? In other words: did the text have consequences in the world? (You may have to do some digging around outside the course materials: be creative and discerning, and bring your results to class. You’ll learn more about this on Friday, too.)

Optional extras

Textbook: Barnes, Gina L. “The Emergence of Political Rulership and the State in Early Japan.” In Japan Emerging: Premodern History to 1850, edited by Karl F. Friday. New York, NY: Routledge, 2018. https://muhlenberg.on.worldcat.org/oclc/787849954.
Primary source: Singer, Kurt. The Life of Ancient Japan: Selected Contemporary Texts Illustrating Social Life and Ideals Before the Era of Seclusion. Hoboken: Taylor and Francis, 2014.
- PDF
- pp. 37-42: This is a brief selection from the Nihongi, (also Nihon shoki) another early Japanese chronicle, compiled in 720. These extracts “document” the period 319 CE- 415. This document gives you an insight in how the Japanese created their own historical records after the Chinese model –but historians do not accept the description as an accurate record of events.
Archaeological materials: a selection of haniwa excavated from tombs dating to the Kofun period (300-±550CE) on the Cultural Japan website
- TIP: Cultural Japan is a really neat site where you can find lots of materials for Show and Tell projects and to dive into Japanese art! You can also build your own exhibition, “Self-Museum”.

Friday: Library training 1 in Trexler Library, B01

11am. Prepare before class:

Trexler Library Subject Guide: Article exercise: Close to the top of the page you find links to 6 articles. You are assigned 1 article with a partner. (see list below). Read through through the article and take brief notes (for reference in class) on what you see as strengths and weaknesses of the article. (Coordinate with your partner[s] if you want!)
- TIP: you don’t have to read the entire article! We won’t discuss the contents in great detail, but you should look for the features that help you identify the strengths and weaknesses.
Where are we? Go down the stairs to B level and turn right. Walk past the vending machines and into the classroom at the end. (And yes, you can bring snax and drinks into the room).
Teams:
- Article 1: Ibrahim & Kate
- Article 2: Collin & Amelia
- Article 3: Tomomi & Matt
- Article 4: Kelly, Toshi & Alec
- Article 5: Ingrid, Hayden, Connor & Jake
- Article 6: AJ, JJ & Michaela

Assignments

1. Reminder: First regular blog post

5 points, due by Monday, Jan. 23, 11.59pm.

Get your first regular blog post in, reflecting on the readings and class content of this week:

Write a blog post exploring themes or ideas based on what we read this week and discussed in class. You do not need to have all the answers. In fact, learning to ask good analytical or research questions is a skill you can develop during the semester.

Length: approx. 400 words. excl. list of materials consulted.
Add the list of materials consulted at the end of the post, in Chicago notes and bibliography style.
- TOP TIP: Just copy the bibliography information from the Reading list in the week 1 schedule.
Add the words “Week 1” in the title
Including an image, and make sure to add Alt Text and a caption with the source/credit.
Post on your website, and add to the category hst267.

When you’re done, read this declaration carefully and then fill out the Canvas quiz to collect your points.

Declaration
– I wrote a post of approximately 400 words in response to the readings.
– I included the bibliographic references for the materials I used for my post.
– I included an image, added Alt Text, and I provided a caption and credit (source) for the image.
– I use the words Week 1 in the title, and added the post to category hst267

2. Feedback with Hypothes.is

3 points, due Jan. 25

Below you find links to three blog posts from your fellow students. If one of the websites is your own, or it is twice the same person’s, refresh the page, and you should get new sites. [posts coming on Tuesday]

Post 1:
Post 2:
Post 3:

Leave feedback, questions, thoughts, insights about the contents of the posts of your fellow students using Hypothes.is group HST267. You can ask for clarifications, point out similarities and differences with the material you covered, or with your interpretation. This should encourage you to dive a bit deeper in the materials, or visit those you did not read at first.

Use tags in Hypothes.is: question: If you have a question; answered: if you gave an answer to a question; info: if you provide more information, looking up additional facts, drawing on knowledge from other classes; and other tags you can think of. This will help us to navigate more quickly to the questions that still need answering.

Use the “Architect’s Model” of giving feedback, and engage with concrete issues. Go beyond “Yeah, I agree,” “I like” or “I think the same”, and instead explain why you have that reaction, or if you disagree, you can try to persuade the original poster of your idea or interpretation.

Remember that Hypothes.is allows for hyperlinks, e.g. to materials that support your argument, or you can include pictures (memes! [yes, there she is again]), videos etc. that help the original poster to learn more.

When you’re done, read this declaration carefully, and then fill out the Canvas quiz to collect your points.

Declaration
– I commented on three fellow students’ weekly blog post on Week 1 materials, using the Hypothes.is group HST267.
– I made sure to leave substantial comments that help the writer to improve the post, or to identify their strengths.
– I left comments that I would like to receive myself: thoughtful, helpful, kind, but also pointing out errors so they can be fixed.

3. Blog post (content week 2)

Due Mon. Jan. 30, 11:59PM

Write a blog post exploring themes or ideas based on your reading. You do not need to have all the answers. In fact, learning to ask good analytical or research questions is a skill you can develop during the semester. Remember the description of the assignment from the syllabus.

Length: approx. 400 words. excl. list of materials consulted.
Add the list of materials consulted at the end of the post, in Chicago notes and bibliography style.
- TOP TIP: Just copy the bibliography information from the Reading list on this webpage, do not add the descriptive notes I provide for your information.
Add the words “Week 2” in the title.
- Please use this exact phrase, so your post will show up in the blog stream.
Indicate which Exploration Pack you chose.
Include a relevant image, and add a caption with the source/credit, and an Alt text description
Post on your website, and add to the category hst267.

When you’re done, read this declaration carefully and then fill out the Canvas quiz to collect your points.

Declaration
– I wrote a post of approximately 400 words in response to the readings.
– I included the bibliographic references for the materials I used for my post.
– I indicated which Exploration Pack I chose.
– I included an image, and I provided a caption and credit (source), and an Alt text description for the image.
– I use the words Week 2 in the title, and added the post to category hst267

Extra credit exercises

Missed a task earlier this week? Want to try out some new things? Just like playing games and scoring as many points as possible? Here are some extra credit tasks. You can only get credit for them before the end of the week! These two tasks won’t return again, so grab your extra credit while you can!

EC 1: Add an image your Discord profile

2 point, due by Sunday, Jan 29, 11.59pm

If you look like the standard Discord avatar (a little circle with two eyes), please consider adding a splash of personality: a picture of you, or of something that represents you, for instance your pet, or a location you like.

If you already have a Discord profile picture, skip straight through to the Declaration Quiz and collect your extra credit points!

Use this web tutorial to walk you through the steps to change your avatar
- Top tip: if you have a favorite picture, place it in a top-level folder in your “Documents” folder or on the “Desktop”, so you can find it easily.
You can ask in the HST267 Channel if we see the change to confirm it worked.

When you’re done, read this declaration carefully, and then fill out the Canvas quiz to collect your point.

Declaration
– I uploaded a picture to my Discord profile so I no longer look like a little circle with eyes.
– I checked it shows up on the the server as I intended.

EC 2: Change the theme on your WordPress site

4 points, due by Sunday, Jan. 29, 11:59pm

The standard theme for WordPress blogs at this moment is “Twenty Twenty-Three”. Maybe you like it well enough. But did you know there are thousands of free themes out there to make your blog look nice? For instance, my course website runs on “Catch Starter”, I have used “Noto Simple”, and many students like the look of the SPLOT, which is built on the Fukasawa theme.
Here’s how to have some fun with your site:

Spend ± 30 mins. exploring different themes, and pick a new one that fits your personal taste better, and customize it. You can find more information in the videos linked on this help page (scroll down).
Write a brief blog post explaining why you picked your new theme, and why you like it better, or how you customized it. If you stuck with the original “Twenty Twenty-Three” theme, remove extraneous links and information (so it looks nice), and then explain in the post why it’s still the best theme for you.
In the title of the post, include the words WordPress Theme, add the tag extracredit (one word) and add the post to category hst267.