Click here for the introduction to the Round and Square series "Quotidian Quizzes"
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| [a] Imprint RF |
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| [b] In print RF |
As Week Six began, we started down a very different historiographical path. Beginning that week, and continuing for the rest of the term, students began reading a book a week. This is already covered in my "Syllabic Cycles" topic on Round and Square, so feel free to check it out if you cannot quite understand how it is possible to assign that much reading. Students learn quite quickly how to do it, but it is always a special time of the term when we make the transition. In this course, the book that starts it all off is Mary Elizabeth Berry's Japan in Print. This very fine work of historical analysis examines the enormous array of texts available to readers in the first half of the Tokugawa (1603-1868) period. The quizzes are meant to tap into students' engagement with that book, and to teach them to "see" new questions that will be relevant as they proceed with the course. And never forget that these quizzes are also meant to reinforce key items that I want every student to remember (chronology, geography) almost without thinking.
Japanese History and Culture
Quiz Ten (6a)
Name: Box:
Check
the proper box for your language level (below)!
1. I’m here.
Please write your initials (or Chinese/Japanese name) if you are,
indeed, here.
□ □ □ □
Character Analysis—Write Anywhere in the space on the right-hand side
□ Students with no Japanese
background before this class. (ex. i-ke-a=イケア)
2. Do your best
to “write out” the following in LETTERS (“romaji”):
カサ
3. Do your best
to “write out” the following in LETTERS (“romaji”):
サケ
3. Do your best
to “write out” the following in LETTERS (“romaji”):
コソ
□ All Japanese Language
Students
Whenever possible, write the
number and name of the radical, e.g. “32, earth” for 坩.
2. Circle the element
that “is radical” in the following
characters: 肝 竿 杆 干 盰
3. Circle the element
that “is radical” in the following
characters: 趕 桿 稈 筸 焊
4. Circle the element
that “is radical” in the following characters: 柑 坩 疳 泔 咁
Short Responses (One or two sentences) Be brief, but be as specific as possible.
All questions refer to the
first thirty pages of Japan in Print
5. Discuss the “front matter” of the book (dedication,
table of contents, list of illustrations, and so forth). These things matter
(we’ll discuss this over-and-over this semester).
6. What kinds of people does she acknowledge/thank in the preface?
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| [c] Off-print RF |
7. A Traveling Clerk Goes to the Bookstores (or: “How does Berry begin her book?”):
8. The Library of Public Information (or: “What kinds of evidence does Berry use?”):
L’essai en petit (about 150
words)—Five Minutes (Japan in Print)
Discuss the role
of illustrations in Mary Elizabeth Berry’s Japan
in Print. How are they used to further her argument. In what ways might they be not just “models
of” her argument, but rather “models for” a new kind of historical
writing. At the very least, discuss the
illustrations (you may look at your book while writing this).
Note the approximate locations of the
following places.
Lake Biwa
Kyushu
Tokkaido (the road from the capital to
Edo)
Kyoto
Chronology
Give
the correct date or number (estimate if necessary)
Period
dealt with in Japan in Print (era and
dates, if possible).
Heian dates
Kamakura
dates
___________________________________
Japanese History and Culture
Quiz Eleven (6b)
Name: Box:
Check
the proper box for your language level (below)!
1. I’m here.
Please write your initials (or Chinese/Japanese name) if you are,
indeed, here.
□ □ □ □
Character Analysis—Write Anywhere in the space on the right-hand side
□ Students with no Japanese
background before this class. (ex. i-ke-a=イケア)
2. Do your best
to “write out” the following in katakana: sanaka =
3. Do your best
to “write out” the following in katakana: kegaso =
3. Do your best
to “write out” the following in katakana: kose =
□ All Japanese Language
Students
Whenever possible, write the
number and name of the radical, e.g. “32, earth” for 坩.
2. Circle the element
that “is radical” in the following
characters: 決 訣 玦 抉 芵
3. Circle the element
that “is radical” in the following
characters: 組 阻 租 祖 詛
4. Circle the element
that “is radical” in the following characters: 逃 桃 洮 咷 挑
Short Responses (One or two sentences) Be brief, but be as specific as possible.
5. Lu Readings (quick review—trust me…I have my reasons)
6. Who was the “audience” for Japanese maps in the early-
to mid- Tokugawa?
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| [d] Features RF |
7. What were some of the distinctive features of maps in
the early- to mid- Tokugawa?
8. How would you characterize the early- to mid-Tokugawa
(1603- c.1800)?
L’essai en petit (about 150
words)—Five Minutes
Discuss the
concept of “mapping.” Use the “Angelica College” map discussion from Berry’s
book (pages 62-63)—feel free to look at your book and to share with those who don’t have one). What are the “uses” of
mapping?
MAP
Note the approximate locations of the
following places (get this just right).
Kyushu
Deshima (Nagasaki Harbor)
Hokkaido
Lake Biwa
CHRONOLOGY—Give
the correct date(s) or number (estimate if necessary)
Period covered in Japan in Print
Nara Period dates
Battle of
Sekigahara date
Emperor
Go-Daigo’s short-lived reign
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| [e] Corrected RF |
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