Week 3: Chinese influence(r)s

This week we look at the institutional changes made in the first half of the seventh century. A closer look at the introduction of Buddhism and its influence on art and culture are for next week ––but you will bump into it here as well. We’ll also carry over the founding myths from last week, since we did not get a close look at those and that would be a shame!

This week you also get the chance to submit your first Show and Tell project! There’s nothing to lose: either it’s great (yay!), or it’s not quite there yet and you join all of us professional historians in a “rewrite and resubmit” (or R&R) for a better grade. Remember the lowest score of 5 Show and Tells is automatically waived.

TIP: Optional extras are just what the label says: optional additional materials that you may want to explore if you are interested and have time. These may also come in handy when you are scouting for topics/materials for Show and Tell projects.

Table of Contents

Slides

  • Feb. 1: Chinese influencers (part 1)
  • Feb. 3: Chinese influencers (part 2)

Readings

Wednesday

[Carrying over from last week]

  • 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.)
  • Textbook/background: Pick any one of the following sets to help you gain enough background for the primary sources on Friday.
    • Option 1:
      • Batten, Bruce. “9. Early Japan and the Continent.” In Japan Emerging: Premodern History to 1850, edited by Karl F. Friday. New York, NY: Routledge, 2018. https://muhlenberg.on.worldcat.org/oclc/787849954.
        • pp. 89-95 [stop at “The fifth phase of …”]
      • Fuqua, Douglas. “10. Centralization and State Formation in Sixth and Seventh-Century 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.
        • entire chapter
    • Option 2:
    • Option 3:

Optional extra: Primary source: Tsunoda, Ryūsaku, Wm. Theodore De Bary, and Donald Keene, eds. Sources of Japanese Tradition. Introduction to Oriental Civilizations. New York: Columbia University Press, 1964. (PDF)

  • Sources from China describing early Japan, starting p. 4; I included the editor’s introduction; that may be useful if the primary source translation doesn’t make much sense.

Friday

Using your knowledge from Wednesday’s class, let’s tackle some primary sources! Please prepare notes on all 3 items

  • 1. “The Seventeen Article Constitution of Prince Shōtoku”. (from: de Bary, William Th. ed. Sources of Japanese Tradition, Volume One: From Earliest Times to 1600. 2nd edition. New York: Columbia University Press, 2002) (PDF)
      • Prince Shōtoku (in the text “The Prince Imperial”) allegedly issued this set of seventeen articles. Cross-reference with Varley, p. 26.
      • Can you identify what are Confucian and Buddhist influences that are different from the native Japanese traditions?
  • 2. Selection from “The Reform Edict of Taika”. (From Lu, David J. Japan: A Documentary History: The Dawn of History to the Late Tokugawa Period. Armonk, New York: M. E. Sharpe, 1997.) (PDF)
    • There are a number of terms in Japanese that are not defined (e.g. miyake, Wake etc.); these refer to titles and privileges held by the nobility before the Reform- don’t get bogged down by them: briefly take note and pass on. A Daibu is the chief of a bureau or of a ward.
    • What is the problem according to this document? What solution is proposed in the Reform Articles presented here? How do you estimate the chances of success for the central government?
    • In what ways do you think this document is different from “The Seventeen Article Constitution of Prince Shōtoku”?
  • 3. Chinese histories on Japan during the Sui and Tang dynasties. (from Tsunoda, Ryūsaku, Wm. Theodore De Bary, and Donald Keene, eds. Sources of Japanese Tradition. Introduction to Oriental Civilizations. New York: Columbia University Press, 1964.) (PDF)
    • How do the Chinese people look at the Japanese, according to these sources? What does that tell you about the Chinese?
    • Optional extra question: Compare these entries with the earlier Chinese records on the Japanese (see the Optional Extra on Wednesday). Are these later records more reliable? Why (not)?

Assignments

0. Install a footnote plugin for WordPress

0 points task, due Fri. Feb. 3 11.59PM

Plugins are tiny pieces of code or software to add to your WordPress site that make it more awesome. For this task, I request that you install a plugin that will allow you to create footnotes. Then you can write like a professional historian with footnotes in the Chicago Notes and Bibliography style.

We will use the Easy Footnotes plugin by Jason Yingling. Follow these steps to install it, or scroll down a bit for the video tutorial from Tim Clarke:

  1. Go to your WordPress site/blog. In the lefthand menu, click on Plugins
  2. Add the top, click on “add new”
  3. In the search bar (right, next to “keyword”), type easy footnotes
  4. Check that the first hit is Jason Yingling’s Easy Footnotes plugin, and click on “install”
  5. Click Activate

You now have installed the plugin!

To create a footnote you just wrap the text that needs to go inside the note between a tiny bit of code. (Replace stuff with the reference, here)

[efn_note]stuff[/efn_note]

The plugin will automatically take care of numbering and links to move your reader between note and text. Please use these notes for your Show and Tell projects to make sure you are in compliance with the AIC 😁

Please complete the Declaration on Canvas to allow us to keep track of your achievements in this course.

1. Reminder: Weekly blog post (content week 2)

5 points, due Mon. Jan. 30, 11:59PM

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.

Report briefly on what you learned from the library session: how does it make you look for new materials (e.g. for a Show and Tell project) differently, how will you assess your findings?

  • 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 2” 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 2 in the title, and added the post to category hst267

2. Feedback with Hypothes.is

3 points, due Feb. 1

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. Any of the posts that appear here are fair game for commenting, even if they are about earlier weeks: those posts came in after the first deadline.

  • 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 2 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. Show and Tell 1

Create and share your first Show and Tell project! Find all the details on the dedicated webpage.

Reminders from the syllabus, about points and all that:

  • 20 points total – graded assignment (i.e. not a Declaration Quiz)
  • How to get your points?
    • Submit your Show and Tell project as a blog post which is the project, or contains a link to the project.
    • In the Canvas assignment, write a brief self-assessment and a suggested grade.
  • You have one free pass
    • TIP: You do not have to take the free pass: doing more research can only be good for your understanding of Japanese history!
    • to activate your free pass: In the Canvas assignment submit a comment “Free Pass” instead of the self-assessment, and I will award your full points for the project
    • If you choose to create a fifth project because you love Japanese history that much, I will at the end of the semester award the project with the lowest score the “Free Pass” equivalent (i.e. 20 points), so you can try something new, or creative without being punished.
  • The Show and Tell projects are open for “rewrite and resubmit”: after receiving feedback, you can rewrite and resubmit to improve your grade, within one month of receiving feedback.

4. Blog post (content week 3)

5 points, due Mon. Feb. 6, 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 3” 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 3 in the title, and added the post to category hst267

Extra Credit tasks

EC 3-1: Extra commenting

2 points, due by Sunday Feb. 5, 11.59pm.

Do you like reading your colleagues’ work? Do you like helping them out by identifying ways to make their posts better? Here’s some good news! You can earn extra credit by doing extra commenting! This assignment will be available regularly throughout the semester.

  • Go to the Blog Stream of the Class under Participants’ Posts on the website
  • Pick a post that piques your curiosity and that you have not yet commented on
  • Use Hypothes.is group HST267, and leave feedback as we practiced with the Architects’s model
  • Pick 2 additional posts (a total of 3 for this task): they can come from other students in the blog stream, or if you like the writer, you can stay with them and comment more.
  • The only conditions are:
    • that you do not comment on blog posts you already commented on before, as part of your regular weekly tasks.
    • that the post is actually written for HST267, and not some other class. Check the category, and the content. (Cat post or extra credit posts for this class are fair game!)
  • Add the tag extra to the comment (this helps me to keep track of how many people use this option.), in addition to other tags you find useful (e.g. “question”, or “DLA”)

When you’re done, please read this declaration carefully and collect your points with the Canvas Declaration Quiz.

Declaration
I selected three blogs I have not yet commented on before, from our class’ blog stream, and I used the Hypothes.is group HST267 to comment.
I made sure to leave substantial comments that help the writer to improve the post, or to identify their strengths.
I added the tag extra to my Hypothes.is comments.
I left comments that I would like to receive myself: thoughtful, helpful, kind, but also pointing out errors so they can be fixed.

EC 3-2 “Down the Rabbit Hole”

3 points, due by Sunday, Feb. 5, 11.59pm.

Are you curious? Can you spend hours on internet following one link after another trying to get to the bottom of something? Did you know you can now also get some extra credit for this? Found something during your Show and Tell project you had to cut out, but it’s still so cool? Now you get credit for sharing!

Pick a topic, place name, object, book or person connected to our readings from this week, and follow your curiosity “down the rabbit hole”, like Alice in Wonderland. Then share in a short blog post with us where you went, and what you found. Your post does not have to be very long: 250 words should work; more is fine if you went on a deep dive, of course. Here’s what to include:

  • What in the course materials this week got you inspired to go down the rabbit hole?
  • Include as hyperlinked text the websites you visited, and what you learned there.
  • Include an image, with caption giving credit for the image; of course use Alt Text
  • You may also critique the sources you find, in particular if you have your doubts about their reliability, or you come across conflicting interpretations. Which one did you side with, and why?
  • Add the post to category hst267, use the title template “Down the rabbit hole: [insert subject]”, and add the tag extra.

Read the following Declaration carefully, and then head on over to Canvas to collect your points in the Declaration Quiz:

Declaration
I wrote a post about additional materials on the internet I found, starting from a topic connected to course materials from this week.
I included the sites I visited as hyperlinked text, and explained what I learned on these pages.
I included an image, with a caption and credit for the image.
I added the post to the category hst267, used the tag extra, and used the title template “Down the rabbit hole: [insert topic]” for my post.

Where to get assistance?

  • Tea Room on in person or on Discord:
    • open anytime for you
    • I will be hosting Tue 2PM-3PM; Wed. 1-2PM, or at other times by appointment via Google Calendar (usually a 15-20min appointment is enough). You can also find me in my office during Tea Room times.
    • Private room for confidential chat available on request.
  • Discord Text Channel #hst267
  • DLAs: Digital Learning Assistants: check the schedule!
  • Writing Center: Sunday-Wednesday: 3:30 – 5:30 pm and 7-11 pm; Thursday: 3:30 – 5:30 pm and 7-9 pm
  • Trexler Library Course Subject Guide: our own dedicated subject guide for the course 
  • Safety on/around campus: report an incident