91�Թ�

The is about to launch its fifth session this fall, with 20 high school students from across the country participating in the online course. The Northeast, South, Midwest, Pacific Northwest, Texas, and California are all represented in this cohort of 10^th through 12^th graders. Thursday evenings, these high school students will log in and join a real-time session with a scholar from Stanford or another university to discuss an aspect of contemporary China—the U.S.–China trade war, perhaps, or the legacy of the Mao era, or internet censorship and surveillance technologies in China, or China’s efforts to combat pollution and climate change. The rest of the week is filled with readings on that theme, discussed online with classmates.

The Stanford CSP’s focus on contemporary China means that the course material is constantly changing, to keep up with the ever-shifting political landscape under the leadership of Xi and Trump. It also requires the students to engage with the idea of China as not only a thoroughly modern nation but a forward-looking one, challenging the tendency to essentialize China as an ancient civilization mired in the past. Former CSP student Angela Yang (Fall 2018) credits the online course with helping her “contextualize China’s transformation as it’s happening, which is something you wouldn’t really be able to study in any other kind of course.”

Although all of the high school students are exceptionally well prepared academically, their background knowledge on China at the beginning of the online course varies considerably. Some bring strong knowledge of international issues generally, but little specific to China; some have already studied China in some depth. A few come from Chinese families, and a third to a half of the students have been studying Chinese language for several years.

Over the past year, attention has gravitated towards the U.S.–China trade war, perhaps inevitably, and its roots and possible outcomes, as well as the PRC’s ramping up of censorship and surveillance technologies, particularly in Xinjiang. Yet overall, discussions with our guest experts and among the students are fundamentally optimistic: constructive change is possible, and the United States and China have far more to gain from peace than from conflict.

The students round out the program with an independent research paper. Students’ chosen research topics in 2018–19 were as diverse as they were. Example research papers included a discussion of the United Nations Convention on the Law of the Sea as it applies to China’s claims in the South China Sea; the mental health of rural “left-behind” children; China’s economic expansion in Africa; rock ‘n’ roll in the democracy movement of the 1980s; the international effects of China’s restrictions on imported waste for recycling; and many others. 

In synthesizing knowledge this diverse, students come to understand just how complex China and the challenges it faces are. They can no longer reduce China to simple generalizations. “The truth is that all of China’s problems aren’t just limited to numbers, statistics or graphs,” Junhee Park (CSP Spring 2018) wrote in response to a documentary film on migrant workers. “They affect everyone of us, whether we are Chinese or not.”

To be notified when the next China Scholars Program application period opens, or follow us on and .

The is one of several online courses for high school students offered by 91�Թ�, 91�Թ�, including the and the .

Related articles:

• China Scholars Program online course now accepting applications for Fall 2019
• The China Scholars Program: Continuing a 45-year tradition of bridging Stanford and schools

���ʱ��䷡’s Stanford e-Japan Manager and Instructor Waka Takahashi Brown has won the 2019 Elgin Heinz Outstanding Teacher Award for her teaching excellence with Stanford e-Japan, an online course that introduces U.S. society and culture and U.S.–Japan relations to high school students in Japan. Stanford e-Japan is currently supported by the . Initial funding for Stanford e-Japan was provided by the U.S.-Japan Foundation. Brown will formally accept the award at a ceremony at 91�Թ� on December 5, 2019.

“Waka walks in the footsteps of Elgin Heinz as a key leader in educating the next generation about the U.S.–Japan relationship,” stated David Janes, Chair of the Board, EngageAsia. Janes has overseen the Elgin Heinz Outstanding Teacher Award since its inception in 2001.

 administers the Elgin Heinz Outstanding Teacher Award, which is funded by the . The Award recognizes exceptional teachers who further mutual understanding between Americans and Japanese. The 2019 Award focused on the humanities and the 2020 Award is expected to focus on Japanese language. It is named in honor of Elgin Heinz for his commitment to educating students about Asia as well as for the inspiration he has provided to the field of pre-collegiate education.

Related articles:

• Spring session of Stanford e-Japan online course begins
• Yanai Tadashi Foundation and 91�Թ�/91�Թ�
• Winners announced for the Fall 2018 Stanford e-Japan Award

The following reflection is a guest post written by Stacy Shimanuki, 91�Թ� student intern and a 2018 alum and honoree of the . In the fall, she will be a freshman at the University of Pennsylvania.

My passion for Japan extends deep into my very identity as Japanese American. I am ethnically half Japanese and half Chinese; my great grandfather was an immigrant from Japan and thus, I am yonsei or fourth-generation Japanese American on my paternal side. My Japanese American grandfather was born in Hawaii and survived the Pearl Harbor bombing on Oahu; he went on to help make history in the renowned U.S. 100th Battalion and the Military Intelligence Service (MIS) as a Japanese language translator in Myanmar during World War II. I grew up visiting sites like the “Go For Broke” Monument in Los Angeles, the Military Intelligence Service Historic Learning Center in San Francisco, and the Nisei Veterans Memorial Center on Maui. This family history and heritage are always with me, and frames my experience with Japan and with U.S.–Japan relations.

However, because my ancestors immigrated to the United States so long ago, my father and most in his generation cannot speak Japanese and know relatively little of the culture; most of my generation knows even less about Japan. Moreover, since I don’t often visit my Japanese American side of the family in Hawaii, I’m much more familiar with my Chinese cultural heritage and Chinese American relatives here in California, and even identified more as Chinese American when I was younger. Yet, my interest in Japan remained, rekindled by my academic experience with Japan, both through Japanese language studies in high school and ���ʱ��䷡’s , a rigorous and intellectually stimulating online course for high schoolers passionate about Japan and U.S.–Japan relations.

At my high school, beyond foreign language classes, the only international-related courses available were a semester of Global Studies freshman year, AP World History, and AP Human Geography—all three of which I took. However, despite fulfilling the core standards and even being excellent classes, none of them offered an intensive focus on a specific region, much less a single country. Through the RSP, as a mere high school senior I was granted the opportunity to explore a myriad of fascinating topics at a high academic level, such as: conflicts over the historical legacies of Japanese aggression in East Asia during World War II, the aging population and its impact on social perspective, the influence of traditional Buddhist and Shinto thought on a society normally considered extremely secular, the bursting of Japan’s economic bubble and recent recovery, and a variety of other issues. 

Moreover, almost no high school class teaches material the way the RSP does. Instead of relying on textbooks and handouts, we learned from more engaging sources: biographies and memoirs, academic journal excerpts, news articles, and lectures and discussions with professionals and expert scholars. Our various speakers such as former Ambassador Caroline Kennedy, a practicing Buddhist monk, a Japanese American internee, a Foreign Service Officer in Japan, and professors from both Japanese and American top-tier universities shared valuable knowledge, moving personal stories, and professional expertise and advice. The students also learned from each other; my classmates, selected for the RSP not only for their interest in Japan but also for their diverse perspectives and critical thinking and communication skills, contributed to thought-provoking and interdisciplinary discussion forums.

Additionally, the basic structure of the RSP—self-driven online learning—lent the freedom to truly learn for the sake of learning and the pursuit of knowledge. It was perhaps the first time I gave my all to studying merely because I was fascinated; at times it didn’t even feel like studying, just reading about and further researching aspects that struck me with interest, puzzlement, and excitement. Certain topics also struck a personal chord; for example, studying Japanese American internment prompted me to reflect on my own family’s struggles during the war both as internees and in the MIS. This in turn sparked me to individually research a longtime curiosity I had always wondered about but never looked into before—that is, the existence or not of World War II Japanese American spies for Japan. The topics that compelled me to individually dive deeper naturally sprouted into my final research project, connected under the theme of language, another area I love and credit with my original attraction to Japanese studies.

Student honorees of the 2018 Reischauer Scholars Program with Consul General Tomochika Uyama and RSP Instructor Naomi Funahashi.

That is the beauty of the RSP: the opportunity to discover Japan on a scholarly level rarely found otherwise, self-driven but supported by a dedicated instructor, fascinating speakers, and diverse and enthusiastic fellow students. For self-motivated students wanting to learn about Japan, to discover a love for learning, and to expand their perspective and worldview, the RSP is an absolute gold mine.

For me, it was also the stepping stone and foundation for a path of global discovery, scholarship, and service. The summer after the RSP, I received a scholarship to study abroad in Kyoto for a month, attending a private language school in the mornings and exploring the city in the afternoons. As my first time in Japan, I not only fell in love with the beautiful landscape—the endless sea of green mountains punctuated by bits of city or the brilliant fireworks display at Lake Biwako—but also the people, appreciating the friendly warmth of my host family and the kind earnestness of Japanese university students, whom I now consider close friends. This past year, I immersed myself in studying Mandarin at a high school in Beijing as a gap year through the National Security Language Initiative for Youth (NSLI-Y), following my aspiration of being trilingual in Japanese, Mandarin, and English. Currently, I am incredibly grateful to work with 91�Թ� for the summer as an intern, connecting further with the people and projects that have had such an impact on my education. And this fall, I will enter the University of Pennsylvania in the dual degree Huntsman Program in International Studies and Business. Focusing specifically on Japan and Japanese language, I will also study abroad for a semester at Hitotsubashi University in Tokyo. From my birth and family background, to my academic experiences including the RSP and my aspirations of East Asian expertise and contributing to diplomatic friendship across the Pacific, my journey is inextricably tied with Japan and her people.

For more information on the Reischauer Scholars Program, visit . To be notified when the next RSP application period opens, or follow us on and .

The Reischauer Scholars Program is one of several online courses for high school students offered by 91�Թ�, 91�Թ�, including the , the , , and .

Related articles:

• Seasons Of The RSP: An Online Teacher's Reflection on Teaching 91�Թ� Japan
• Japan Day 2018: Recognizing future leaders in the U.S.–Japan relationship

Nearly 10 years ago, the 9/11 Tribute Museum in New York City reached out to 91�Թ� following the donation of an origami crane to the Museum. This partnership led to a collaborative “” between the Museum and 91�Թ�. The crane was folded by Sadako Sasaki, a girl who died in 1955 at the age of 12 of leukemia caused by exposure to radiation from the atomic bombing of Hiroshima. Sadako believed that folding 1,000 origami cranes would help her to regain her health. The origami crane was donated to the Museum by Sadako’s brother as a symbol of peace.

Illustration of the Children’s Peace Monument in Hiroshima, appearing in 91�Թ�'s “Sadako’s Paper Cranes and Lessons of Peace.” Artwork by Rich Lee.

In Hiroshima’s Peace Memorial Park there is a statue of Sadako raising a large paper crane over her head. Her statue stands as a monument to peace and commemorates the thousands of children who died from the atomic bombing of Hiroshima. Students from the United States and many other countries send thousands of origami cranes annually to the monument in a gesture of peace.

During his visit to Hiroshima last month, Rylan Sekiguchi had the chance to visit the statue of Sadako with Hiroshima Jogakuin Senior High School student Utako Hada, who leads tours of the Hiroshima Peace Memorial. He learned from Hada and her teacher, Gerald O’Sullivan, that approximately 330 students from Hiroshima Jogakuin died from the atomic bombing. Hada informed Sekiguchi that those students were in morning chapel at the time of the blast. This had a profound impact on Sekiguchi and his desire to include peace education as a central part of Stanford e-Hiroshima, a new online course for high school students in Hiroshima that will be offered from September of this year. The online course is currently in development, and Sekiguchi will serve as the course instructor.

Sekiguchi had the honor of meeting with Governor Hidehiko Yuzaki of Hiroshima Prefecture, who in 2011 announced the “” initiative, a road map for nuclear abolition. Sekiguchi had the chance to discuss the development of the new online course with him. Commenting on Stanford e-Hiroshima, Yuzaki stated,

As Governor of Hiroshima, I see the value of engaging the “best and brightest” students in Hiroshima in an intensive study of U.S. society and culture that underscores the importance of U.S.–Japan relations. I believe that Stanford e-Hiroshima will encourage students in Hiroshima to study abroad in the United States as I did. As an alumnus of 91�Թ� (MBA, ’95), I feel strong ties to the university and to many of its faculty like Professor Daniel Okimoto, an advisor to 91�Թ�.

Sekiguchi also had the opportunity to meet with Superintendent Rie Hirakawa of the Hiroshima Prefectural Board of Education. Hirakawa noted, “As you know, the United States and Hiroshima have had a long important relationship and this new online course would help to ensure that the relationship remains a positive one.” With recommendations from Hirakawa, Sekiguchi visited seven high schools in Hiroshima Prefecture with several teacher consultants, including Rika Ryuoh and Nobuo Kawahara, and met with principals, teachers, and students who helped him further solidify the content and structure of Stanford e-Hiroshima. Two of the schools—Hiroshima University High School, Fukuyama, and Hiroshima Junior and Senior High School—have the designation of that “aim to foster globalized leaders who will be able to play active roles on the international stage.” This goal will align well with Stanford e-Hiroshima, which seeks to underscore the importance of helping high school students understand the interdependence between Japan and the United States. In addition to peace education, other course topics will likely include early Japanese immigration to the United States from Hiroshima, entrepreneurship between Hiroshima and the United States, and Hiroshima’s sister city relationship with Honolulu, Sekiguchi’s hometown.

As part of the online course, Sekiguchi also hopes to engage high school students in Honolulu with the Stanford e-Hiroshima students. Upon hearing this, I immediately envisioned these students as future messengers of peace between Japan and the United States, as I hope that Stanford e-Hiroshima will provide a platform for students to symbolically “share cranes” or messages of peace across the Pacific and seriously consider the goals of Governor Yuzaki’s “Hiroshima for Global Peace” initiative and their possible roles in it.

Stay informed of 91�Թ� news by or following us on and .

Related resources:

This year, the concluded its sixth year with its largest cohort of 22 students from across the United States. The SKSP is an intensive online course offered by the Stanford Program on International and Cross-Cultural Education (91�Թ�) at 91�Թ� for exceptional U.S. high school students who want to engage in an in-depth study of Korea, exploring its history, religion, culture, and relationship with the United States. Students who successfully complete the course earn credit from the Stanford Continuing Studies Program and a Certificate of Completion from 91�Թ�, 91�Թ�.

Each year from March to June, students in the SKSP online course carry out rigorous coursework that consists of weekly readings, online lectures, assignments, discussion posts, and “virtual classroom” video conferencing sessions, where students engage in live discussion with each other and a guest speaker who is an expert-scholar on the topic of the week. As their culminating final project, students write independent research papers which are printed in journal format at the conclusion of the course.

The SKSP online course offers a unique opportunity for high school students to study Korea and U.S.–Korean relations in a college-level-type course that draws on the wealth of expertise and scholarship on Korean Studies at 91�Թ�. Top scholars, experts, and former diplomats at 91�Թ� as well as other universities in the United States provide thematically organized online lectures. The themes for each week include traditional Korean culture, religion, colonial history, the Korean War, post-war recovery, North Korea, modern South Korean society and its educational system, and Korea’s transnationalism. In addition to the recorded online lectures, the guest speakers for the weekly virtual classroom sessions engage in discussions with students and provide answers to their questions.

The co-instructors for the course, as well as guest speakers, often note the quality and maturity of students’ thoughtful insights and questions. Co-instructor HyoJung Jang has noted that “the talented and engaged high school students who participate in the SKSP online course bring their intellectual curiosity, critical thinking skills, and enthusiasm for learning about Korea and its popular culture. On top of their full academic load at their respective high schools across the country, these students go above and beyond to commit to SKSP’s demanding coursework and participate fully in the course as Korea scholars-in-training.”

“Over the past four months, our students have formed a community where they actively engage in intellectual discussions with each other—exchanging their ideas, thoughts, reflections, experiences, and perspectives on various topics,” commented co-instructor Jonas Edman. “For instance, some students contributed their own interpretations and explanations for the stark difference between the Taiwanese colonial experience and memory of Japanese rule and that of Korea. When discussing the issue of ‘comfort women’ during Japanese colonial rule in Korea, one student shared a personal story about his great-great-grandmother’s similarly painful experience under foreign rule in Eastern Europe and powerfully advocated for the importance of justice. Other students shared about their assessments of the roles of the U.S. and South Korean leaders—in addition to the roles played by North Korea, China, and Russia—on the outbreak of the Korean War and its aftermath.”

Alongside their academic engagement with each other, students have also bonded over their shared interests in Korean food and popular culture, namely “K-pop, K-dramas, and K-movies.” Some students chose to write their final research papers on analyzing Korean popular culture. Other discussions on the modern Korean education system have even incorporated students’ personal observations of the education issues portrayed in a popular Korean drama. These interests are encouraged, as students are urged to creatively explore the topics most interesting to them for their final research paper.

One of the strengths of the SKSP online course is that it encourages high school students to consider different perspectives on various issues, think critically about those different perspectives, and develop their own informed opinions. Reflecting on her participation in the course, Chloee Robison, a high school student from Indiana, said, “SKSP was a unique opportunity to explore my interest in Korean history. Even though I am not of Korean heritage, I felt deeply connected to the course material, and I found the lectures to be quite informative and engaging. Coming from a region that is largely homogeneous, hearing the perspectives of diverse-minded students opened my eyes to issues and ideas that I would have otherwise been blind to. I am so grateful to everyone involved in the course, and I would recommend it to all students who wish to challenge themselves and expand their knowledge of Korean history and culture.” Chloee’s research project on Korea’s March First Movement earned first place in Indiana’s National History Day competition.

The popularity and demand for Stanford’s SKSP online course on Korea grows each year. Interested high school students are encouraged to apply early for the program. The application period is between late August and early October each year for enrollment in the online course the following year. The online application can be found on the 91�Թ� website at .

To be notified when the next Sejong Korean Scholars Program application period opens, or follow us on and .

The Sejong Korean Scholars Program is one of several online courses for high school students offered by 91�Թ�, 91�Թ�, including the , the , and the .

Related article:

• 91�Թ� welcomes back Dr. HyoJung Jang

Applications open today for the Fall 2019 session of the (also known as “Stanford e-Japan”), which will run from October 1, 2019 to February 21, 2020. The deadline to apply is August 1, 2019.

Stanford e-Japan Program for high school students in Japan
Fall 2019 session (October 2019 to February 2020)
Application period: June 24 to August 1, 2019

All applications must be submitted at via the SurveyMonkey Apply platform. Applicants and recommenders will need to create a SurveyMonkey Apply account to proceed. Students who are interested in applying to the online course are encouraged to begin their applications early.

Accepted applicants will engage in an intensive study of U.S. society and culture and U.S.–Japan relations. Ambassadors, top scholars, and experts from 91�Թ� and throughout the United States provide web-based lectures and engage students in live discussion sessions.

“[The Stanford e-Japan online course] was an exceptional opportunity to assimilate fresh insights on U.S.–Japan relations and produce my own ideas via active discussion,” reflects Anna Oura, a recent alum of the program. “Every week I would excitedly wait for Saturday 13:00, when I would meet my fellow scholars—virtually—and exchange opinions.”

Stanford e-Japan is offered by the Stanford Program on International and Cross-Cultural Education (), 91�Թ�. The Fall 2019 session of Stanford e-Japan is generously supported by the Yanai Tadashi Foundation, Tokyo, Japan.

For more information about Stanford e-Japan, please visit .

To stay informed of news about Stanford e-Japan and ���ʱ��䷡’s other student programs, or follow us on and .

91�Թ� offers separate courses for U.S. high school students. For more information, please visit the , the , and the .

Related articles:

• Spring session of Stanford e-Japan online course begins
• Winners announced for the Spring 2018 Stanford e-Japan Award
• Japan Day 2018: Recognizing future leaders in the U.S.–Japan relationship

Since joining 91�Թ� in 2005, my annual calendar has revolved around not spring flowers, caterpillars dangling from trees, and falling leaves around the beautiful Stanford campus, but the schedule of the , Stanford’s online course on Japan and U.S.–Japan relations for U.S. high school students. As the manager and instructor of the RSP, I have had the pleasure (and truly, the honor) of teaching this online course for 14 years. We accept applications beginning in August, outreach efforts ramp up in September and October, and new cohorts of talented U.S. high school students are selected every November. With January comes the updating of the syllabus with new readings, topics, and video lectures, and identifying and inviting guest speakers for the virtual classes. And the highlight of my year—every year—is on February 1, when the new cohort signs into our online learning platform ready to engage in this new community, connect over shared interests, learn from their differences, and to embark upon the RSP journey together.

It is now early June, and the 2019 Reischauer Scholars Program is, unbelievably, soon coming to an end. This year’s RSP journey has led us through explorations of tales of samurai, the modernization of Meiji Japan through the lens of filmmaker Ozu Yasujiro, comparative perspectives on colonial and wartime legacies through textbooks, and lessons on civil liberties as told by someone who was sent to a Japanese American internment camp with his family as a 9-year-old boy.

While this online course has always approached the study of Japan and U.S.–Japan relations with an intense academic rigor befitting 91�Թ�, I also wanted to offer students access to the personal stories of practitioners who play an active role in Japanese society and the U.S.–Japan relationship that we study. One of the wonderful aspects of teaching online is that for our weekly virtual classroom sessions—where all students meet synchronously using Zoom video conferencing software—we are able to welcome guest speakers to join us from anywhere in the world.

As we explored the U.S.–Japan security relationship this year and the controversies surrounding the presence of U.S. military bases in Okinawa, for example, students met with an Okinawan native who works on the U.S. Air Force Base in Kadena. Learning about how her experiences and perspectives inform her own efforts to enhance U.S.–Japan relations gave the students new insight into the impact of international policy upon individuals and the communities in which they live.

For our module on U.S.–Japan diplomacy we were joined by the Principal Officer of the U.S. Consulate in Sapporo, Rachel Brunette-Chen, who talked about how her interests in connecting the U.S. and Japan have informed her career in the U.S. State Department. RSP students often cite international relations and diplomacy as two high-interest fields for their future undergraduate studies and career aspirations, so they made the most of this opportunity to ask thoughtful questions about careers in Foreign Service. Given the diverse career tracks available in the State Department, students were inspired to learn that they could take their multidisciplinary interests and apply them in an international context for years to come.

As we grappled with the various challenges facing modern Japanese society during the last few weeks of class—including students mired in a test-centric system, the demographic realities of an aging population and declining birth rates, pervasive issues of gender inequality, and minority rights, among others—it was important to gain an understanding of how these issues are being addressed and experienced by real people. Our final guest speaker for the 2019 RSP, a Japanese American entrepreneur and educator living and working in Tokyo, shared his first-hand perspectives on the state of entrepreneurship and innovation in contemporary Japan.

Perhaps the most memorable of the online video conferencing sessions this year were the two joint virtual classes with the students of the . Stanford e-Japan is an online course that engages Japanese high school students in the study of U.S. society and U.S.–Japan relations, and is comprised of students from across Japan. The rich, open discussions and friendly international camaraderie fostered during these joint sessions are always a delight to observe. I know that many of my RSP students—and many of the Stanford e-Japan students, as well—will treasure these experiences and relationships for years to come.

In our virtual class on diplomacy, one student asked, “How can we, as high school students, make a real impact on the U.S.–Japan relationship?” “By taking the initiative to be active participants in courses like the Reischauer Scholars Program,” replied Ms. Brunette-Chen, “you are already on your way. In sharing what you learn about Japan, you are also raising awareness about the importance of the U.S.–Japan relationship among your peers and school communities.” Indeed, these 2019 Reischauer Scholars are already on their way. As the spring flowers, dangling caterpillars, and fall leaves continue to come and go in the years ahead, I am eager to see the different ways in which their impact upon U.S.–Japan relations will continue to take shape. Who knows? Perhaps a few will return to the RSP years from now—this time not as students, but as guest speakers who coach and inspire the Reischauer Scholars of the future.

To be notified when the next Reischauer Scholars Program application period opens, or follow us on and .

The Reischauer Scholars Program is one of several online courses for high school students offered by 91�Թ�, 91�Թ�, including the , the , and the .

Related articles:

• Japan Day 2018: Recognizing future leaders in the U.S.–Japan relationship
• ���ʱ��䷡’s Naomi Funahashi receives 2017 Elgin Heinz Teacher Award

Tomorrow marks the 150th anniversary of the completion of the First Transcontinental Railroad. The tracks of the Central Pacific and Union Pacific Railroads met at Promontory, Utah, on May 10, 1869. In a ceremony, Central Pacific Railroad President Leland Stanford drove the last spike, now usually referred to as the “Golden Spike,” at Promontory Summit. What has largely been left out of the narrative of the First Transcontinental Railroad is the estimated 15,000 to 20,000 Chinese laborers who worked on the Central Pacific Railroad. They were paid less than the white workers and as many as a thousand lost their lives, and they eventually made up 90 percent of the workforce that laid the 690 miles of track between Sacramento, California, and Promontory. In a recent , Olive H. Palmer Professor in Humanities Gordon Chang, one of the lead scholars of Stanford’s , noted that “Without the Chinese migrants, the Transcontinental Railroad would not have been possible. If it weren’t for their work, Leland Stanford could have been at best a footnote in history, and 91�Թ� may not even exist.”

Provost Persis Drell with 91�Թ� Director Gary Mukai and 91�Թ� Instructional Designer Jonas Edman

At the event, 91�Թ� Curriculum Consultant Gregory Francis and I gave an overview of the curricular component of the Project, which helps to make the Project’s findings and materials accessible to teachers and students. The four free lesson plans that 91�Թ� developed bring all of the Project’s “bells and whistles” to high school students and help them understand this often-overlooked part of U.S. history.

The Chinese Railroad Workers Project lessons touch upon many key issues in the high school U.S. history standards, including the building of the Transcontinental Railroad, immigration to the United States, challenges faced by immigrants like the Chinese Exclusion Act, and the growth of the American West. 91�Թ� worked closely with Chang, Fishkin, and Dr. Roland Hsu, Director of Research at the Chinese Railroad Workers in North America Project, to plan and write the free lesson plans, which are available for download from the 91�Թ� website. Each lesson incorporates the Project’s scholarship and primary sources.

Lesson 1 focuses on the use of primary sources to understand and interpret the past. Students review resources and artifacts on the Project website, discuss whether each is a primary or secondary source, and postulate what questions the resource could help them answer. Students then read and discuss excerpts from Maxine Hong Kingston’s classic book China Men.

One of the political cartoons (Harper’s Weekly, April 1, 1882) that students examine in the lesson “Challenges to Chinese Immigration and Assimilation”

Lesson 2 focuses on racism and discrimination broadly and in the specific context of discrimination directed toward early Chinese immigrants in the United States. Students learn the history of Chinese Americans and attitudes toward them during various periods of immigration. They analyze U.S. political cartoons on Chinese immigrants from the 1870s and 1880s and read four short documents from different periods of time regarding issues of immigration, discrimination, and assimilation of Chinese Americans.

Lesson 3 uses photos to show students the physical and natural challenges to building the Transcontinental Railroad and asks them what they can infer from these photos about life building the railroad. Students then work in small groups to read oral histories of descendants of the Chinese railroad workers. They then write and perform a mock script for an interview between the Chinese railroad worker they read about and a group of reporters.

The final lesson explores the historical and cultural background of San Francisco’s Chinatown and its significance to the Chinese community in the United States over time. Students compare descriptions of Chinatown written by Chinese residents with those from non-Chinese visitors, view historical photos of Chinatown, and watch a lecture by Chang on the interdependence of Chinatown and the Chinese railroad workers. Finally, students encapsulate the legacy of the Chinese railroad workers by designing a memorial in their honor.

The or “Stanford e-Japan” is an online course sponsored by the and the Stanford Program on International and Cross-Cultural Education (91�Թ�), 91�Թ�. This online course teaches Japanese high school students about U.S. society and underscores the importance of U.S.–Japan relations. Through Stanford e-Japan, ambassadors, top scholars, and experts throughout the United States provide web-based lectures and engage Japanese high school students in live discussion sessions called “virtual classes.” Stanford e-Japan is now in its 5th year and 8th session overall.

On March 15, 2019, 29 high school students across Japan were notified of their acceptance to the Spring 2019 Stanford e-Japan Program. The online course kicks off today and runs until August 23, and will include students representing Aichi, Chiba, Fukuoka, Gunma, Hiroshima, Hokkaido, Hyogo, Kanagawa, Nagano, Niigata, Okinawa, Osaka, Saitama, Shizuoka, Tokyo, and Toyama. In addition to a diverse geographical representation within Japan, the students themselves bring a diverse set of experiences to the program, many having lived overseas in places such as Canada, China, the Philippines, and the United States.

The selected Stanford e-Japan high school students will listen to lectures by renowned experts in the field including Professors Emeritus Daniel Okimoto and Peter Duus, and Professors Katherine Gin Lum, Phillip Lipscy, and Kenji Kushida (91�Թ�) on topics such as “Baseball Diplomacy,” “The Atomic Bombings of Japan,” “The Attack on Pearl Harbor,” “Religion in the U.S.,” “U.S.–Japan Relations,” and “Silicon Valley and Entrepreneurship.” Live virtual classes include guest speakers such as Ms. Suzanne Basalla (Toyota Research Institute), Ms. Maiko Cagno (U.S. Consulate, Fukuoka), and Mr. Andrew Ogawa (Quest Venture Partners).

Many Stanford e-Japan students in the current cohort (as well as past ones) have mentioned their desire to study in the United States. The Stanford e-Japan Program equips many students with the motivation and confidence to do so, in addition to many of the skills they will need to study at U.S. universities and colleges. In addition to weekly lectures, assignments, discussion board posts, and virtual classes, the program participants will complete a final research paper on a topic concerning U.S. society or the U.S.–Japan relationship.

“Through this course, we’ve raised Japanese students’ interest in U.S. society and U.S.–Japan relations, which is fantastic,” commented Brown. “I’ve encouraged them to seriously consider undergraduate studies in the United States and to look into opportunities like the Yanai Tadashi Foundation Scholarships.”

Stanford e-Japan is one of several online courses for high school students offered by 91�Թ�, including the , the , and the . For more information about Stanford e-Japan, please visit .

To be notified when the next Stanford e-Japan application period opens, or follow us on and .

Related articles:

• Yanai Tadashi Foundation and 91�Թ�/91�Թ�
• Winners announced for the Fall 2018 Stanford e-Japan Award
• Spring 2019 Stanford e-Japan online course now accepting applications

Applications opened yesterday for the , an intensive, college-level online course on contemporary China for U.S. high school students. The China Scholars Program is offered by the Stanford Program on International and Cross-Cultural Education (), 91�Թ�, and is open to rising 10th, 11th, and 12th graders. The Fall 2019 online course will run from late August through December. Applications are due June 15, 2019.

91�Թ� China Scholars Program for high school students
Fall 2019 session (late August through December)
Application period: April 15 to June 15, 2019
 

Accepted applicants will engage in a rigorous academic exploration of key issues in China, spanning politics, economics, social issues, culture, and the arts, with an emphasis on the relationship between the United States and China. In real-time conversations with leading scholars, experts, and diplomats from 91�Թ� and other institutions, participants will be exposed to the cutting edge of U.S.–China relations and scholarship. Students who complete the online course will be equipped with a rare degree of expertise about China and international relations that may have a significant impact on their choice of study and future career.

As in previous sessions of the China Scholars Program, the Fall 2019 cohort will comprise high school students from across the United States. Participants in the current cohort represent states across the nation, including New York, New Jersey, Massachusetts, Missouri, Indiana, Pennsylvania, Illinois, Arizona, California, and Hawaii. The immense diversity of student backgrounds and experiences within each online course allows for an especially rich exchange of ideas and perspectives among the young scholars—a crucial and invaluable component of the learning experience.

“It’s been one of the most fascinating, valuable, and formative classes I have ever taken,” says Rebecca Qiu, a recent alum of the program. “Every week, you discuss pressing topics—from technology censorship to the urban-rural divide—with your motivated peers. During virtual classes, you have the opportunity to ask questions and speak with some of the most influential experts and researchers on modern China—I cannot emphasize how valuable this is. [The China Scholars Program] provides you with a huge breadth and depth of knowledge on China and U.S.–China relations that you cannot find in any typical high school class.”

More information on the China Scholars Program is available at . Interested high school students can apply now at . The deadline to apply is June 15, 2019.

To be notified when the next China Scholars Program application period opens, or follow us on and .

The China Scholars Program is one of several online courses for high school students offered by 91�Թ�, 91�Թ�, including the , the , and the .

Related article:

• The China Scholars Program: Continuing a 45-year tradition of bridging Stanford and schools