Japan History Project
A Window into Modern Japan: Using Sugoroku Games to Promote the Ideal Japanese Subject in the Early 20th Century A Playful Research Project 1 2 Adapted from a lesson Created by • Susan Flickinger, Glenbrook South High School, Glenview, IL • Barbara Podkowka, Friends School of Virginia Beach, Virginia Beach, VA • Lori Snyder, Longmeadow High School, Longmeadow, MA 3 Introduction – what is sugoroku Sugoroku, Japanese board games printed and published on newsprint, have been popular since the 19th century, if not earlier. This style of game is thought to have originated in China in the 6th century and later been imported to Japan. Starting in the Meiji period, sugoroku games were mass produced and distributed free in magazines and newspapers, serving as informal and social education to the masses of Japanese people who were witnessing, and adjusting to, rapid change and modernization in all aspects of life. According to the Princeton University Digital Library website: A wide range of topics and themes can be found in the heavily illustrated game boards, which served not only for recreation but also for the dissemination of information, commercial advertising, literacy education, moral and political socialization, and militarist propaganda targeting children and adults alike (Japanese Prints 2010). Sugoroku on a vast array of topics, from proper family roles to student responsibilities to the countries of the world, taught norms of behavior, social relationships, geography, history, and much more as they engaged players in the fun of gamesmanship. 3 context of SUGOROKU games: 4 They have been very popular in Japan for more than 100 years and are still available today. While sugoroku games covered almost every topic and were often played just for fun, some were developed expressly to teach the public about what it meant to be good members of Japanese society. These sugoroku with an educational purpose were typically distributed free in magazines and newspapers. In their purpose and their wide distribution to the public, sugoroku with educational messages. Objectives of the Project Analyze Analyze a selection of four (4) sugoroku from the 1900s-1930s to determine the messages being promoted through the graphic representations. Use Use visual literacy skills to examine information from visual historical sources. Synthesize Synthesize an understanding of what a person needs to know and be able to do to be an “ideal” subject of Modern Japan, 1900s-1930s. Evaluate Evaluate the use of sugoroku as a method of educating the population and promoting behaviors practiced by the “ideal” subject of Modern Japan, 1900s-1930s. 5 6 Essential Questions: Interpret & analyse What did it mean to be Japanese in the rapidly changing Japan of the early 20th century? How did sugoroku games, as one form of public advertising, demonstrate and promote the norms and ideals of “being Japanese” in the modern Japan of the early 20th century? 6 Before you start Look at the game boards & find these two Japanese characters: 出 &上 出 indicates the starting place. 上. indicates the end of the game, the winner’s spot. 7 7 8 Visual and Content Analysis of Sugoroku • Zoom in on features of the game to look closely at portions to better “read” the images and understand what is going on in the illustrations.. • examine what is happening and decipher the messages embedded in images from the games • Use the rubrics in the next 2 slides to help you 8 9 RUBRIC FOR Analysis of Sugoroku Part A: Visual Analysis 1 2 3 Context: When was this made? What is the subject of the game? What clues are given for a time frame? Consider clothing, tools, weapons, architecture… Color: What colors are used? What is the mood or tone established by these colors? Were these colors used solely for visual appeal? Explain. Composition: Look at the use of the space. Is one image bigger than another? Why do you think that is the case? How does the game appear to progress? Where does it begin? End? 9 10 RUBRIC FOR Analysis of Sugoroku Part B: Content Analysis 1 2 3 4 5 Audience: Who was this game designed for? How do you know? Goal: What is the end goal of the game? Progress: Describe or infer what the player must do in order to win the game. List two specific examples. Message: What is the educational message of the game? What does the player learn from playing this game? Historical Context and Interpretation: Why is this message being promoted? What and whose purpose does it serve? How does it relate to what you know about Modern Japan, 1900-1930s? 10 So… what do you need to do for this project? 1 – Write an analysis paper (individually) 2- Prepare a 10-15 minutes video presentation (as a team) 11 11 12 1. Write an analysis paper(INDIVIDUALLY- each student in a team) • Based on these selected sugoroku and your own visual analysis and content analysis from the rubrics, describe and explain some of the general attributes and/or roles of the ideal modern Japanese subject, 1900-1930s. Use specific examples from three different sugoroku. 12 13 Individual Instructions Select 3 sugoroku you want to analyze Talk with your teammates to decide on a format all will follow for your analysis’ Answer the 2 essential questions (pg. 6) This is a research project, as such, all information needs to be backed up with academic sources. For each sugoroku you selected do • Part A: visual analysis (answer all questions) (pg. 9) • Part B: content analysis (answer all questions) (pg. 10) Send your papers to the team member selected to upload for all. Note: if at this point any student does not send their portion inform me. 13 14 2. Create a presentation (AS A TEAM) — approx. 10- 15 minutes • showcase 4 sugoroku boards and explain the images that informed your analysis (select them among the ones each team member has contributed. • Your presentations should include information from both the visual analysis and content analyses of your sugorokus 14 15 Team Instructions From all the individual sugoroku select 4 that can be presented together under a main Thesis Statement, Upload video to youtube, – Check for similar answers to the essential questions (pg. 6). – Decide how the 4 selected games will help you document your analysis. – Utilize your analysis to prove your thesis.’ Upload – link to the assignment dropbox, – ttranscript to the assignment dropbox Create a 10-15 minutes video presentation. * Follow academic presentation standards. * 15 16 Resources for standards, and tips Thesis statements: https://www.youtube.com/watch?v=Y59tx06Sv6k Document analysis to make a historical argument: https://www.youtube.com/watch?v=DahcM7_s0mY Making a video of a ppt: https://www.youtube.com/watch?v=D8JV3w4TOVw Simple guide for academic presentations: https://www.wiley.com/en-us/network/publishing/research-publishing/writing-and-conducting-research/6-tips-forgiving-a-fabulous-academic-presentation Note: the first 2 videos are for teachers, so you can skip the portions about pedagogy J 16 Resources (where to find SUGOROKU PRINTS) üOne exemplar sugoroku game: Imperial Troops Fighting (Kogun funsen sugoroku), available online at http://pudl.princeton.edu/objects/kd17cv151 (c. 194?) üWorld’s Number One Board Game (Sekai dai ichi sugoroku), Princeton University Digital Library, http://pudl.princeton.edu/objects/zs25x976z (1920) üNew Design Modern Women (Gendai fujin sugoroku: Shin’an), Princeton University Digital Library, http://pudl.princeton.edu/objects/t722hb119 (1913) üDevelopment of National Prosperity (Kokuun hatten sugoroku [picture]), National Library of Australia, http://nla.gov.au/nla.pic-vn4731143 (1931) üChores (Hataraki sugoroku [picture]), National Library of Australia, http://nla.gov.au/nla.pic-vn4698498 (1921) üJapanese Young Boys Going on a War in the Area of Russia (Shōnen shingun sugoroku [picture]), National Library of Australia, http://nla.gov.au/nla.picvn4981035 (1919) üHome Education Around the World (Katei kyoiku sekai isshu sugoroku [picture]), National Library of Australia, http://nla.gov.au/nla.pic-vn4731156 (1926) • National Diet Library. (2013). 1st Move – Famous Places, People, and Social Customs on Paper—Sugoroku Board Games from the Edo Period – Kaleidoscope of Books – National Diet Library, Japan. Famous Places, People, and Social Customs on Paper—Sugoroku Board Games from the Edo Period – Kaleidoscope of Books. 17 https://www.ndl.go.jp/kaleido/e/entry/12/1.html#anchor1 17
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