東京理科大学 Listening & Speaking 1a: Spring final presentation assignment・前学期末プレゼンテーション

Hello!

How are you? Today I will show you about our final presentations for this class.  

Themes

Here are your choice of topics. You can choose one (1) of these: 

• Unique or interesting anthropological communities/cultures from the past (in Japan or elsewhere)
• Key points in Japanese history - especially with regard to science & technology
• Famous individual Japanese fine artists or craftspeople from the past or present 

Deadline (締め切り)

Your presentation day will be on July 22nd (7/22), so you have three (3) weeks to prepare them. 

NEW - Special note: 
If as a class you feel you cannot be ready to present on 7/22, we can move our presentation day to July 29th (7/29). But if we do the presentations on 7/22, I would be able to tell you what your final grades are, and we could have an easy day where we could leave early. 

Whichever day we present as a class - please be ready to present.

Guidelines 

1. Prepare a summary (要約) about the topic you want to present on. The summary will be due on July 15th (7/15). 

2. You have the option to fill in the topic preparation sheet that comes with this handout if you want. (If not, that's okay - you can use your own note paper.) One way or another - keep a working record of your preparation about your topic.

* As we did before with the mid-term presentations, you will evaluate your classmates' presentations in groups.

3. Be ready for me to review your progress on 7/15 and for you to practice your presentation in-class. You can practice with me and/or other groups of students.

* This is very important! You don't have to have the presentation 100% finished - but you have to have enough content so you can practice!

4. Finalize your presentation outside of class and be ready to present on July 22nd!

Now - here are the board notes for our class on 7/1:

Good luck! I look forward to our presentation day!

Image: By Official Photographic Company - Missouri History MuseumURL: http://images.mohistory.org/image/EC2888F4-26C5-258A-DF5F-9E6EBE7F704E/original.jpg Gallery: http://collections.mohistory.org/resource/143534, Public Domain, https://commons.wikimedia.org/w/index.php?curid=61717410/Board notes - personal photograph. All rights reserved. 

東京理科大学 Writing & Composition 1a: Writing assignment 2・作文2

Hello!

How are you? Today I will show you our second (2nd) writing assignment (作文2) for this class - writing a short research report on a topic connected to the themes from the textbook in the listening and speaking class. 

Themes (テーマ)

Here are your choice of themes. You can choose one (1) of these: 

• Anthropology
• History (with a focus on technological development)

There are many topics you can choose from that fit with these themes. You can use a topic from one of the textbook chapters we have done so far in this class, plus any ideas you may have gotten from your listening and speaking class on the same textbook chapters. 

The map above from our blogpost before about the Ainu is an example of one kind of thing you could do - trace the possible migration theory and history of how the Ainu came to Japan.

Like the topic with the Ainu, here are also some other ideas for topics that fit with our new themes that you can try for. You could choose one (1) of these if you want: 

• Settlement (定住) of a historic ethnic group in a country (for example, how native Americans/First Nations people came to North America)
• Settlement history of a famous or unique immigrant (移民) group to a country in more recent times (for example, Irish or Italian immigration to the U.S., or Japanese-Brazilian immigration to Japan) 
• Short history of how industrialization came to Japan 
• A particular invention or scientific discovery from the Industrial Revolution and its impact on society (in Japan or elsewhere) 

Deadline (締め切り)
It will be by the end of class on July 1st (7/1). You have two (2) week(s) to prepare. You should have a rough draft (下書き) for next week (6/24), then have your final draft ready on 7/1.

*NOTE: I know that some of you have a laptop computer or tablet, but not all of you do. So if you have your own computer or laptop, work on your final drafts, and bring your computer or laptop with you, with a USB, to class next week on 6/24. 

If you don't have your own computer, bring a USB with you. Outside of class before next week, you should work on your writing on a campus computer, and save your Word file on your USB.

Your final draft for 7/1 will be typed on Word, and should be at least 3-4 paragraphs (段落) long - but if you can go longer, try for it! I encourage you to go longer and build your writing and take your ideas out further as much as you can. 

Many of you showed me in our 1st writing assignment that you can write to great length - so go for it with this second assignment!

Anything shorter than three (3) paragraphs will not be acceptable. I will ask you to re-write if you bring in less writing than what the assignment asks for. 

Please also do not write line-by-line sentences. Remember that you are writing paragraphs (段落), not lists of sentences. I will also ask you to re-write if you hand in a paper that has only lists of sentences on it. 

I will review with you guidelines in class on 6/24 about Word formatting for your final drafts.

Guidelines

1. Prepare a rough draft about the topic you want to write on about some research on your topic within anthropology or history. I will give you some time to do some research, and begin writing, in class.

Important note:

The rough and final drafts should have: 

• A short introduction showing what your topic is
• The topic, with some background, then focus on details or important points about it 
• Your research about it, with details and ideas or theories that have been shown about the people, phenomena, historical and/or industrial points or issues about it  

Things to think about:
In the case of anthropological issues, or other topics related to it (such as immigration), the movement of people alone is not the only thing that is unique or important. Things such as the peoples' languages, religions, cuisines (食文), and/or politics all have some impact or another on where they live. 

In the case of history with a focus on technological development, the technology did not only affect machines and industry; it also had a social and economic impact that, in the case of Europe, for example, led to the increase in populations of cities and caused great social changes.   

2. Be ready with your rough draft next week to read aloud to your classmates, and discuss your topics and research. Getting your classmates' reactions is important, and can help you to deepen your ideas. 

* This is very important! You don't have to have your rough draft 100% finished - but you have to have enough content so you can read aloud and discuss your writing! Do not come in with only 1-2 sentences!

3. Based on the readings and any feedback you get from your classmates, then finalize your rough drafts outside of class into final drafts, and be ready to hand in on the deadline day on 7/1!  

Here are the board notes for our class today on 6/17 - especially note the evaluative criteria for your 1st writing assignment and think about it as you write this new 2nd assignment:

Good luck! See you next time!

Images: Top - Screenshot of image originally by ABCEditer - Own work by reference to 崎谷満（2009）『DNA・考古・言語の学際研究が示す新・日本列島史 日本人集団・日本語の成立史』勉誠出版, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=62921263

東京理科大学 Writing & Composition 1a: Origins of the Ainu・アイヌの起源

Hello!

How are you? Today let's look a little more at the origins (起源) of the Ainu. 

There are some interesting theories about where the Ainu come from - some of which are very different from one another. 

Before we begin, here's a refresher about last week's (6/10) board notes:

Activity
Genetic testing shows that most Ainu belong to Y-haplogroup D-M55, and have a higher frequency of Y-DNA haplogroup D1b than most Japanese. 

What do you think are the origins of the Ainu? Are they a completely indigenous (先住民) people, or did they come from somewhere else? If so, where did they come from, and how did they get to Japan? 

Here are two maps showing two (2) possible routes about where the Ainu might genetically have come from: 

Write out some notes about your ideas - most importantly, give some reasons why you think so in your notes. If you believe they came from elsewhere, draw a rough map - or find another map on the internet - of where you believe they came from. 

Then write 1-2 practice paragraphs about where you believe they came from and how they came to Japan. 

Then let's share our ideas to each other with our writing, and show any extra maps you might have found or drew.

I hope this helps you further with your understanding of the Ainu. 

See you next time!

Images: By A_large_blank_world_map_with_oceans_marked_in_blue-edited.png: Mmiklederivative work: Ephert (talk) - map: A_large_blank_world_map_with_oceans_marked_in_blue-edited.png*data: W. W. Howells, Getting here: the story of human evolution (1993), p. 206, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=16425098/Board notes - personal photograph/Upper genetic route map - by ABCEditer - Own work by reference to 崎谷満（2009）『DNA・考古・言語の学際研究が示す新・日本列島史 日本人集団・日本語の成立史』勉誠出版, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=62921263/Lower genetic route map - by Y-dna data file - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=63590897 
All rights reserved on personal photograph. 

東京理科大学 Listening & Speaking 1a: Totem poles・トーテムポール

Hello!

How are you? Look at the picture above. It's of a totem pole. What's a totem pole? 

Totem poles are unique to the Pacific coast native Americans and Canadian First Nations people in the U.S., in northern California, Oregon, Washington state, and southeast Alaska, and in Canada, in British Columbia. The totem poles tell stories, in picture carvings, about nature, events that happened, life, and other things important in the culture of the Pacific Coast people. 

Here are some more pictures and details of totem poles:

1.

2.

3.

4.

In the circle in pink on the map, here are the parts of the U.S. and Canada where the Pacific Coast indigenous people (先民族) are from: 

Discussion circles 
Here are the discussion circles questions and vocabulary about totem poles. 

Please remember that if there are only three (3) members in your group, the leader should also be the vocabulary master. The details master or summarizer should then ask the leader about vocabulary. 

Leader questions

For the summarizer

Are you ready to summarize the reading/CD talk? (Can you give us your summary of the reading/CD talk?) 

For the details master

1. What are totem poles?

2. Who made them, and where? 

3. What do totem poles show? 

4. What kind of characteristics are associated with bears? 

(Leaders - think of two (2) more questions of your own from the lecture or reading to ask the details master!)

For the vocabulary master

Who are First Nations people? 

What is a cedar? 

What does sneaky mean? 

What does determination mean? 

(Leaders - think of two (2) more words of your own from the lecture or reading to ask the vocabulary master!)

I hope this helps you with your understanding about this topic. 

Here are the board notes for our class today on 6/17:

See you next time!

Images: Top - by http://en.wikipedia.org/wiki/User:H - http://en.wikipedia.org/wiki/Image:Totem_Park_pole_1.jpg, Public Domain, https://commons.wikimedia.org/w/index.php?curid=2405610/2. By Jerzy Strzelecki - http://commons.wikimedia.org/w/index.php?curid=3112590/3. By Mark Byzewski - 005 (2)a, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=54628069/4. By User: Husky22 at wikivoyage shared, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=23224106/Map - screenshot taken of photograph courtesy of the Harper College website.
I do not own the rights to the Harper College website image. All rights reserved to the original creator(s). Uploaded for classroom purposes only.

東京理科大学 Writing & Composition 1a: Japan's indigenous people - the Ainu・日本の先住民族「アイヌ」

Hello!

How are you? Today let's look at Japan's own indigenous people (先住民族) - the Ainu.

Let's look at the picture above. It's a map of Japan showing the original area, plus the widest places of where the Ainu lived.

At one time they lived from the northeastern part of the Tohoku, all of Hokkaido, and the way up through Sakhalin Island (what many older Japanese call Karafuto「樺太」) and even up through the Kuril Islands (千島列島). 

But now they only live in Hokkaido. Their numbers are small, and they have married mainstream Japanese people enough so that they do not look so different. But they are proud of their culture and traditions. 

Here's a picture of a gathering in an Ainu village from around 1905:

Activity 1/homework
Here is one video about the Ainu. Watch it and answer the questions below it. It's in Japanese and is short, but watch the video more than once if you have to.

Please write answers to these questions in your notebooks:

1. The first man is Akibe Tokuhei, the deputy executive director of the Ainu Association of  Hokkaido. What does he say is the first thing that Ainu people do when they get together? 

2. Which rights does he say that the UN said are basic to all indigenous people around the world?

3. What is the most important right he believes that the Japanese government took from the Ainu?

4. What kind of right in government does he want the Ainu to have? 

5. What does Sakai Mina say about the dance and music of the Ainu Rebels band? 

6. What kind of image does she say that most Japanese have had about the Ainu? 

7. How did she used to feel about being an Ainu? 

8. When did she begin to change her feeling about being an Ainu? 

9. What does "ainu" mean in the Ainu language?

10. What did the Ainu do for their traditional way of life for centuries? 

Here are the board notes for our class today on 6/10:

Take care! See you next time!

Images: Top - by Arnold Platon - This vector image includes elements that have been taken or adapted from this:  Japan on the globe (claimed) (Japan centered).svg (by TUBS). - Own work (Vectorization), based on this map, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=25364093/Ainu group - by Unknown - Japanese book "Series of Japanese geography and folk culture: Vol.14" published by Shinkosha, Public Domain, https://commons.wikimedia.org/w/index.php?curid=7622792/courtesy of Wikimedia Commons

Video uploaded from YouTube. I do not own the rights to these videos, artwork, or the musical content. Uploaded for educational purposes only. All rights reserved to the copyright holders.

東京理科大学 Writing & Composition 1a: More on totem poles・トーテムポールの続く

Hello!

How are you? Today I will begin our new topic for all of you in Writing & Composition 1a - about totem poles. 

What are totem poles? They are the wood carvings made by the Pacific Coast native Americans and Canadian First Nations people in the U.S., in Northern California, the states of Oregon and Washington plus southeastern Alaska, and in Canada, in British Columbia. 

Activity/homework
Let's look at these totem poles pictures. What kinds of animals or other images do you see in them? Talk about these and make some guesses! 

1. 

2.

3.

4. 

5. 

I have posted some selected stories that students in my class last year all wrote on totem poles images. I was impressed with what they did on these and am sharing these to show their great work - and for you to compare your stories on totem poles to theirs. How do they compare?  

What do you think of these? Here's one: 

Once, there was a dog who was brave and fought against any difficulty. He always looked forward and wasn't terrified of anything. 

One day, he was walking along the river. He saw a cat who was teased by a lion. He tackled the lion and saved the cat from the lion. This story is told all over, and the pole for it symbolizes the dog's courage. 

That was great! Now here's another one:

There was a raven which flew over a village. One of the villagers carried some food, and was called over by another villager to talk a little. But he soon noticed that his baggage was a little lighter. The raven had robbed it! 

The leaders of the village decided to watch out for the raven, but at any moment it could steal it, it didn't miss it. 

Here's another!

Once there was a bird who was a liar. He sometimes deceived everyone, so he was disliked. One day, when he was flying around in the sky, his wings got damaged and he fell into the forest. He cried for help as loudly as possible, but no-one believed his words. 

Here's one more: 

Once there was a dog who was hungry. He didn't eat anything for a long time. 

One day, he walked especially heavily. Then, there was a big tree which had a lot of fruit. He wanted to eat it, but the tree was high, so he couldn't reach it. He tried to jump, but finally, he ran out of energy. 

The king of the trees, who watched the scene, felt sorry for the dog, so he thought of a good idea. The idea was for the dog to become a high tree which was situated next to the big tree with the fruit. 

So now, he became a totem pole which could reach for the fruit, and is enjoying a lot of fruit in heaven. 

So how did you like these stories? How would they compare with yours?

Take care!

Images: Top - by Jerzy Strzelecki - (Top) Own work, CC BY-SA 3.0, http://commons.wikimedia.org/w/index.php?curid=3112589/1. By Joshua Murdough - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=28076326/2. By Jerzy Strzelecki - http://commons.wikimedia.org/w/index.php?curid=3112590/3. By Mark Byzewski - 005 (2)a, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=54628069/4. By User: Husky22 at wikivoyage shared, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=23224106/5. By Leonard Kaplan - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=21638335