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: 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 A英1: Totem poles・トーテムポール

Hello!

How are you? You might wonder about this long picture here! It's a totem pole (トーテムポール) brought to Seattle, in the U.S., in 1907. This old picture comes from that time. 

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 that impacted the Pacific Coast people. 

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

Activity/homework

Look at these pictures of parts of totem poles, with a whole totem pole at the bottom. What kinds of animals do you notice? What kinds of stories do you imagine they might tell? 

Here is a piece of homework for you - write out a short account of what you believe one of these totem poles might be telling a story about. 

For example: Once there was an eagle who never rested. He was always flying around in the sky, and  was always looking to test how strong he was. One day, when he was coming in low to some trees to pick at some nuts to eat, he saw a raven on a branch...

Share your stories with your classmates in the next class!

Have fun! See you next time!

Image: Top - By Photo not clearly credited. (Expired) copyright was W. D. Harney. - Artwork of Seattle and Alaska, 1907, W. D. Harney Photogravure Publisher, Racine, Wisconsin. Copied by taking a photograph of a page in a copy of the book at Seattle Public Library (Seattle Room of the Central Library); Public Domain, https://commons.wikimedia.org/w/index.php?curid=3762941/Map - screenshot taken of photograph courtesy of the Harper College website/First section of totem pole - By Jerzy Strzelecki - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=3112590/Detailed section of totem pole - By Jerzy Strzelecki - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=3112589/Full totem pole - 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
All rights reserved on Harper College map screenshot. I do not own the rights to the original photograph. Uploaded for educational purposes only.

ECA (Speaking) II (A): 先住民族の問題・Dakota Access Pipeline protests

Hello!

How are you? The picture above is a reproduction of a Sioux (スー族) blanket. The Sioux are one of the largest native American and First Nations groups of indigenous people in North America.

Their traditional home is mostly in the north-central part of the U.S., and in south-central Canada, though their range is far - as far south as Texas in the U.S.

The map below shows their traditional area, with the names of their tribes (部族) in bold:

The Dakota Access Pipeline protests
This year, in the summer of 2016, the Standing Rock Sioux tribe in North Dakota, in the U.S., began a protest against an oil pipeline, the Dakota Access Pipeline, that was being built across their land. The protest grew into a major series of protests.

The map below shows where their land is. It is small, but their area is shown with a black circle:

Below is a YouTube video about the beginnings of the protest.

The video has little to no dialog, but the YouTube upload has this account in Japanese about the protests. I have copied and pasted it here:

Just this week, the U.S. government stopped the building of the part of the pipeline across the Standing Rock tribe's land. This was a major victory for the protestors.  

Homework
Many indigenous people around the world have problems with their traditional lands, and the rights (権利) to their lands, as well as problems with the rights to keep their traditional way of life. 

With a small group of your classmates, choose one group of indigenous people and with your classmates, research about some land rights or other social issues the people have with their governments. You could choose the Ainu as one group - while they may not have land rights issues, they have had issues with the Japanese government about trying to keep their traditional way of life. 

In the next class, let me check on what you found out. You do not have to have found out everything about the people you chose! We will make the next class an open one where you can keep doing your research with your classmates.  

See you then!

Images: Top - screen shot taken from https://blog.pendleton-usa.com/2013/09/13/the-heritage-collection-centuries-of-beautiful-blankets/All rights reserved.
Maps - screen shots taken from Pinterest (first map originally published by Encyclopedia Brittanica, Inc. All rights reserved).

Video uploaded from YouTube. Text translation from YouTube upload courtesy of AFPBB News. All rights reserved. I do not own the rights to the video or text. Uploaded strictly for classroom use.