I have developed a pedagogical approach that weaves global history with a student-centered teaching philosophy. I view learning as an
empowering process in which students actively shape their own intellectual journeys. In my survey of East Asia, I assign a “Reacting to
the Past” project to promote active learning. In another course, “History of Medicine in China,” students analyze how gender roles, norms,
and experiences were constructed and contested in medical history. These activities equip students with research and rhetorical skills to
navigate both historical knowledge and contemporary complexities.
Reacting to the Past Project
Engaging with East Asian History through Performance
This creative group project invites students to research, script, and perform a historical event from East Asian history. By embodying key historical
figures and debates, students will explore the complexity of the past while developing skills in collaboration, historical interpretation, and public
presentation.
Part I. Project Proposal
Each group must submit a written proposal that includes the following components:
Choose a topic that all group members are genuinely interested in exploring. It should involve a historical event, debate, or transformation relevant to East Asian history.
Briefly explain why your group chose this topic. Why is it historically important or meaningful today?
Clearly identify the historical time, location, and key figures involved. Include at least one historical interpretation of the event based on scholarly research.
This is the core of your project.
• The narrator must open the performance with a clear introduction and close it with a statement about the historical significance of the event.
• Each performer (2–4 people) must write and deliver a script for a historical figure.
• Together, your group’s scripts should form a complete and cohesive narrative that brings the historical moment to life.
Include at least:
• One primary source relevant to your topic
• Two secondary source (e.g., scholarly books or journal articles)
Create a short, engaging video to promote your performance. Think of it as a movie trailer for your show!
After watching all submissions, your classmates will vote on their Top 3 Favorite Videos. Each member of the winning groups will receive 1 extra credit point.
Part III. Rehearsal Week
Rehearsals will take place the week before the final performance. A sign-up form for rehearsal times will be shared before Thanksgiving Break.
Part IV. The Show
The final week of the semester is Showtime!
Groups will perform their historical scenes live or via video submission. A performance schedule sign-up will also be shared in advance.
Part V. Peer Assessment of Performance
After the final performances, each student will complete an anonymous peer assessment. You will evaluate your group members’ contributions, collaboration, and overall effort. This assessment is due by the end of the last week of the semester.
This historical painting appears at the beginning of my course syllabus, “History of Medicine in China.”