I vividly remember the announcement by CBS news anchor Walter Cronkite of the assassination of Martin Luther King, Jr. on April 4, 1968 at the Lorraine Motel in Memphis, Tennesee. I was a middle school student in San Jose, California. On the following day, nothing was mentioned in my middle school classes about Martin Luther King, Jr.’s assassination. In fact, in my elementary and secondary school years, I had been exposed to very little about African Americans and their history.

Martin Luther King, Jr., who was born on January 15, 1929, would be turning 95 this year, and 41 years have passed since Martin Luther King, Jr.’s birthday was approved as a federal holiday in 1983. SPICE recommends the use of a 13-minute lecture—titled “Civil and Human Rights: The Martin Luther King, Jr. Legacy” by Dr. Clayborne Carson—for use at the high school and college levels. Dr. Carson is the Martin Luther King, Jr. Centennial Professor Emeritus at the Center on Democracy, Development, and the Rule of Law, FSI, at Stanford University. In the video lecture, Professor Carson not only discusses Martin Luther King, Jr. as a civil rights leader but also examines his larger vision of seeing the African American struggle as a worldwide struggle for citizenship rights and human rights.

A free classroom-friendly discussion guide for this video is available for download at the webpage linked above. The organizing questions that are listed in the guide are:

• What are civil and human rights?
• What were the significant achievements of the Civil Rights Movement?
• What is Martin Luther King, Jr.’s legacy in terms of civil and human rights?
• How are Martin Luther King, Jr.’s vision, ideas, and leadership still relevant today?
• How is the American Civil Rights Movement similar and different from other rights-related movements?

SPICE also recommends the resources on the following websites for use in classrooms.

• The Martin Luther King, Jr. Research and Education Institute supports a broad range of educational activities illuminating Dr. King’s life and the movements he inspired. Dr. Carson is the founding director of the Institute.
• The World House Project works to realize Martin Luther King, Jr.’s vision of the world as a large house in which “we must learn somehow to live with each other in peace.” Dr. Carson is the director of the Project.
• The educational website “What Does It Mean to Be an American?” offers six lessons on immigration, civic engagement, leadership, civil liberties & equity, justice & reconciliation, and U.S.–Japan relations. The lessons encourage critical thinking through class activities and discussions.

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After the end of World War II, more than 45,000 young Japanese women married American GIs and came to the United States to embark upon new lives among strangers. The mother of Kathryn Tolbert, a former long-time journalist with The Washington Post, was one of them.

Kathryn noted, “I knew there was a story in my mother’s journey from war-time Japan to an upstate New York poultry farm. In order to tell it, I teamed up with journalists Lucy Craft and Karen Kasmauski, whose mothers were also Japanese war brides, to make a short documentary film through a mother-daughter lens. Fall Seven Times, Get Up Eight: The Japanese War Brides was released in August 2015 and premiered on BBC World Television. To show the experiences of many more women like our mothers, I spent a year traveling the country to record interviews, funded by a Time Out grant from Vassar College, my alma mater.”

The Japanese War Brides Oral History Archive is the result of her interviews. The Oral History Archive documents an important chapter of U.S. immigration history that is largely unknown and usually left out of the broader Japanese American experience. In these oral histories, Japanese immigrant women reflect on their lives in postwar Japan, their journeys across the Pacific, and their experiences living in the United States.

SPICE developed five lessons for the Japanese War Brides Oral History Archive that suggest ways for teachers to engage their students with the broad themes that emerge from the individual experiences of Japanese war brides. The lessons are: (1) Setting the Context; (2) Japanese Immigration to the United States; (3) The Transmission of Culture; (4) Notions of Identity; and (5) Conflict and Its Analysis. SPICE also developed a teacher’s guide for the film, Fall Seven Times, Get Up Eight: The Japanese War Brides, that helps teachers set the context for the film and provides guided viewing activities and debriefing activities. The lessons and teacher’s guide can be found at the webpage below.

SPICE continues to expand its regional programs for high school students in Japan. This year marked the launch of the Stanford e-Kobe program, which joins the previously established programs, Stanford e-Hiroshima, Stanford e-Kawasaki, Stanford e-Oita, and Stanford e-Tottori.

These online courses are a collaboration between SPICE and local government and school officials in Japan and challenge students to think critically about global themes related to U.S. society and culture and U.S.–Japan relations.

All five courses have now finished their 2021–2022 term. This summer, two top students from each program will present their final research projects and be honored at a virtual event hosted by SPICE, Stanford University. Congratulations to the ten honorees below on their excellent academic achievement!

Stanford e-Hiroshima (Instructor Rylan Sekiguchi)

Student Honoree: Minori Imai
School: Hiroshima Prefectural Kuremitsuta High School
Project Title: All Lives Are Important

Student Honoree: Yui Miyake
School: Hiroshima Prefectural Hiroshima High School
Project Title: U.S. Prison System: How the Country’s History of Racial Inequality Drives the High Rate of Incarceration in America

Stanford e-Kawasaki (Instructor Maiko Tamagawa Bacha)

Student Honoree: Sayaka Kiyotomo
School: Kawasaki High School
Project Title: How Can We Improve Junior and Senior High School English Education in Japan?

Student Honoree: Anne Fukushima
School: Tachibana High School
Project Title: How Are Invisible Disorders Accepted in the United States and Japan?

Stanford e-Kobe (Instructor Alison Harsch)

Student Honoree: Nonoha Toji
School: Kobe University Secondary School
Project Title: How to Foster Entrepreneurship in School Days: Between U.S. and Japan

Student Honoree: Cullen Hiroki Morita
School: Kobe Municipal Fukiai High School
Project Title: The Different Work-Life Balance in Japan and America

Stanford e-Oita (Instructor Kasumi Yamashita)

Student Honoree: Rina Imai
School: Usa High School
Project Title: Learn About War and Peace Through the Naval Air Base Bunkers in Oita

Student Honoree: Yuki Nojiri
School: Hofu High School
Project Title: I Want to Live in the Second House of the Three Little Pigs

Stanford e-Tottori (Instructor Jonas Edman)

Student Honoree: Sakurako Kano
School: Tottori Keiai High School
Project Title: Being Proactive

Student Honoree: Yuki Yamane
School: Tottori Nishi High School
Project Title: The Effect of Collectivism and Individualism on Education

The SPICE staff is looking forward to honoring these ten students in a virtual ceremony on August 9, 2022 (August 10 in Japan). Each student will be given the opportunity to make a formal presentation to members of the Stanford community, the Consulate General of Japan in San Francisco, and the Japanese community in the San Francisco Bay Area.

SPICE also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program), China (China Scholars Program), and Korea (Sejong Korea Scholars Program), and online courses to Chinese high school students on the United States (Stanford e-China) and to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan).

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Mayor Norihiko Fukuda of Kawasaki City—the sixth most populous city in Japan—spoke during the closing ceremony of Stanford e-Kawasaki on March 29, 2022. The ceremony marked the end of the third-year offering of Stanford e-Kawasaki, which is taught by Instructor Maiko Tamagawa Bacha. Nineteen students representing Kawasaki High School and Tachibana High School successfully completed the course and each received a certificate from Mayor Fukuda as Bacha announced each student’s name.

Stanford e-Kawasaki focuses on two themes, entrepreneurship and diversity. In Mayor Fukuda’s comments to students, he noted that with people coming from across and outside of Japan to Kawasaki, the city has developed to become a city of 1.54 million people and one of the most diverse cities in Japan. Given this, Fukuda underscored the importance of having students value diversity, and stated, “I want young people in Kawasaki to appreciate this core value.” He continued,

This year’s course featured a diverse group of speakers, including a panel of Japan Exchange and Teaching (JET) Program alumni who spoke about diversity in the United States. The panelists included Jeffrey Fleischman, Cerell Rivera, and Kai Wiesner-Hanks, who spoke on topics such as ethnic diversity, gender equality and identity, religious diversity, and cultural diversity. Bacha is a former Advisor for Educational Affairs at the Consulate General of Japan in San Francisco and one of her major responsibilities was overseeing the JET Program. She commented, “It was particularly gratifying for me to provide a platform for JET alumni to continue to offer their support to students in Japan.” Other sessions were led by Dr. Stephen Murphy-Shigematsu who addressed the central question, “What is diversity?,” and also discussed diversity issues in Japan, and Stanford graduate student Alinea Tucker, who spoke on “Black Lives Matter.”

In the area of entrepreneurship, Miwa Seki, General Partner, M Power Partners, provided perspectives as an investor, and Sukemasa Kabayama, Founder and CEO of Uplift Labs, shared his journey as an entrepreneur in Japan and in the United States.

A highlight of the closing ceremony was the announcement of the two honorees of Stanford e-Kawasaki. They are Sayaka Kiyotomo from Kawasaki High School and Anne Fukushima from Tachibana High School.

Reflecting on the three years of teaching the course, Bacha noted, “Since the inception of Stanford e-Kawasaki, Mayor Fukuda’s unwavering commitment has without a doubt contributed greatly to the success of the course. The students and I have always felt his support.” After the ceremony, Mayor Fukuda brought the students to one of his meeting rooms and engaged them in informal discussions. His formal and informal comments were very inspirational to the students.

I am most grateful to Mayor Norihiko Fukuda for his vision and for making this course possible. I would also like to express my appreciation to Mr. Nihei and Mr. Katsurayama from the Kawasaki Board of Education; and Mr. Abe, Mr. Tanaka, Mr. Kawato, and especially Mr. Inoue from Kawasaki City for their unwavering support. Importantly, I would like to express my appreciation to Principal Iwaki and his staff of Kawasaki High School and Principal Takai and his staff from Tachibana High School for their engagement with Stanford e-Kawasaki. An article in Japanese about the closing ceremony that was published by Kawasaki City can be found here.

Yo-Yo Ma conceived Silkroad in 1998 “as a reminder that even as rapid globalization resulted in division, it brought extraordinary possibilities for working together. Seeking to understand this dynamic, he recognized the historical Silk Road as a model for cultural collaboration—for the exchange of ideas, tradition, and innovation across borders. In a groundbreaking experiment, he brought together musicians from the lands of the Silk Road to co-create a new artistic idiom: a musical language founded in difference, a metaphor for the benefits of a more connected world.”[1] The Stanford Program on International and Cross-Cultural Education has been collaborating with Silkroad since 2002.

On April 6, 2022, Silkroad will be performing at Stanford University. Silkroad Ensemble: Home Within will feature Syrian-born clarinetist and composer Kinan Azmeh and Syrian Armenian visual artist Kevork Mourad. Azmeh’s and Mourad’s bios on the Silkroad website read in part:

Hailed as a “virtuoso, intensely soulful” by The New York Times and “spellbinding” by The New Yorker. Syrian-born, Brooklyn-based genre-bending composer and clarinetist Kinan Azmeh has been touring the globe with great acclaim as a soloist, composer and improviser… He is a graduate of The Juilliard School, the Damascus High Institute of Music, and Damascus University’s School of Electrical Engineering. Kinan holds a doctorate in music from the City University of New York.

Kevork Mourad was born in Kamechli, Syria. Of Armenian origin, he received an MFA from the Yerevan Institute of Fine Arts and now lives and works in New York. His past and current projects include the Cirène project with members of Brooklyn Rider at the Metropolitan Museum of Art, the multimedia play Lost Spring (2015) with Anaïs Alexandra Tekerian, at the MuCEM, Gilgamesh (2003) and Home Within (2013) with Kinan Azmeh in Damascus and at the Brooklyn Museum of Art, among others…

In 2016, SPICE developed a study guide to accompany Art in a Time of Crisis, a conversation between Kinan Azmeh and Yo-Yo Ma about what it means to create art in the face of crisis and violence at home. The interview and study guide are recommended for music, social studies, and language arts courses at the high school level and above. Please note that neither the interview nor study guide delves into the specifics of the Syrian uprising in March 2011 and the Syrian Civil War.

The focusing questions in the study guide are:

• What is the meaning of “crisis”?
• What are some examples of times of crisis?
• What are some ways to deal with crisis?
• What role can art play during times of crisis?
• What can an individual do to help facilitate change?
   

Silkroad Ensemble Musicians Yo-Yo Ma (cello), Haruka Fujii (percussion), and Kinan Azmeh (clarinet); photo courtesy Silkroad

Kinan Azmeh replied, “Absolutely. But... the first thing on your mind is not ‘Let me create beauty.’ I think creating beauty or whatever moves people [is] the side effect of you being passionately involved in doing what you’re doing.” After students view the interview, I wonder how they might reply to Yo-Yo Ma’s question.