CyberFair Project ID: 8601

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International Schools CyberFair Project Narrative
Title: Changes Over Time: Finding the Memory of the Land in Japanese Immigrant Village in Beidou Township
Category: 6. Historical Landmarks

School: Chang-Sing Junior High School
    Changhua County, Taiwan, ROC

10 students, ages 14 worked together to complete this CyberFair project on March 2, 2021. They have participated in CyberFair in the following year(s): 2019,2018,2017,2016

Classes and Teachers: Cheng-chieh Huang

E-Mail contact:

Our School's Web Site:

Project Overview

1. Description of Our Community

Beidou Township is located at the southeast of Changhua County and the north bank of Dongluo River (also called “Old Zhuoshui River”). During the period of Qing Dynasty, it has been the important port and entrepot in central Taiwan. During the Japanese colonial period, Dongluo River was no longer the mainstream of downstream of Zhuoshui River. Great amount of sandstone silted up. At the time of construction, Western Line did not pass through Beidou Township. Thus, the position of Beidou as transportation hub was successively replaced by Linyuan. During the Japanese colonial period, after the accomplishment of embankment of Zhuoshui River, Government of Taiwan established 6 official Japanese immigrant villages along Old Zhuoshui River, including Fengli, Ludao, Hsiangqu, Bachou, Liguo, and Qiujing. The scope of this study refers to Fengli Village and Hsiangqu Village of Beidou Township.

2. Summary of Our Project

After Meiji Restoration of Japan in the 19th century, the population increased rapidly and it resulted in urgent problems of Japan, such as overpopulation, lack of cultivated lands and shortage of food. It encouraged the Japanese to immigrate to the new countries such as Brazil of South America. In 1895, after the signing of Treaty of Shimonoseki, Taiwan and Penghu became new territories of Japan and Taiwan was the solution to the population problem in Japan. The first Japanese immigrant village was established in Hualien of eastern Taiwan in 1899, followed by the villages in eastern and western Taiwan. In 1932, Japanese immigrant village in Beidou Township was constructed. However, after the end of World War II, the Japanese withdrew from Taiwan. In 70 years, Japanese immigrant village of Beidou Township changed from original Japanese village into Minnan and modern buildings. The goal of our team was to revisit Beidou Township Japanese immigrant village, review the development and reconstruct the history of the village.

3. Our Computer and Internet Access

A. Percentage of students using the Internet at home:more than 50%

B. Number of workstations with Internet access in the classroom:1

C. Connection speed used in the classroom:dedicated connection

D. Number of years our classroom has been connected to the Internet:more than 6

E. Additional comments concerning your computer and/or Internet access (Optional):

There are two computer classrooms in school. In each classroom, there is one computer and one large touch screen with internet access of 100M broadband academic network. We used computer, search for information, generalized data and created web page during noon break in the computer classroom. In addition, on holidays, we used our computers at home with ADSL.

4. Problems We Had To Overcome

(1) Group members’ limited time Besides daily classes, after school and on holidays, we had after-school programs. Thus, our meeting time was limited and our work progress tended to be delayed. (2) Group members lacked teamwork experience We recognized the importance of teamwork. However, we lacked the communication after the teacher assigned the work. We worked individually and could not cooperated with each other efficiently. (3) Lack of competence to create project web page The group members created web page for the first time and we were not familiar with web page making software and graphic software. Thus, we encountered the obstacles and challenge in the process to create project web page.

5. Our Project Sound Bite

(1) For visitors who browse web page of the project, we intended to act as “introducer”. (2) As to the preservation of instructor dormitory of Beidou immigrant village, we intended to act as “reminder”. (3) For the Japanese who have lived in Changhua immigrant village, we intended to act as “contact”.

6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?

Language: 1. We reorganized the key points of the related information collected. 2. We designed items of questionnaire, conducted oral interview and generalized the transcription of interview. 3. We developed writing competence of regular research progress report and acquisition report. 4. We recognized the importance to accomplish a research project and to learn native and foreign language. Social studies subject: 1. We recognized the policy and implementation of Japanese agriculture immigrating to Taiwan during the Japanese colonial period. 2. We pondered on the issues of preservation of historic relics according to the curriculum. Comprehensive activities: 1. We learned to share our views and opinions with group members and respect others’ opinions. 2. By teamwork, we showed the spirit of cooperation. 3. We interviewed the residents of Japanese immigrant village and practiced the interview manners and skills. Arts and humanities subject: Photography and editing of digital photos, design and arrangement of project web page relied on aesthetics and design.

Project Elements

1) What information tools & technologies did you used to complete your CyberFair project?

Computer We searched for and generalized photos, edited photos and created web page of the project. Camera We took photos of the team, meetings and visits. Mobile phones We contacted people and took photos. Flash drive We saved the data of project and backed up project file. Printer We printed questionnaires and data related to history of immigrant village. Large screen TV We found the location and scale of Beidou immigrant village by Google Map. Photoimpact / PhotoRazor / Microsoft Paint We edited the photos of web page. Weebly / Notepad++ We edited the content of web page. Microsoft Office We generalized questionnaire content, transcription of interview, writing of acquisition and data of the project. Google Chrome / Internet Explorer We browsed web page of our project. Google Map We searched for location and scale of Beidou immigrant village.

2) In what ways did you act as "ambassadors" and spokespersons for your CyberFair project both on-line and in person.

(1) For visitors who browse web page of the project, we intended to act as “introducer”. (2) As to the preservation of instructor dormitory of Beidou immigrant village, we intended to act as “reminder”. (3) For the Japanese who have lived in Changhua immigrant village, we intended to act as “contact”.

3) What has been the impact of your project on your community?

(1) Learning of teamwork In the process of Cyberfair project, we encountered various challenge and obstacles. However, through teamwork, group meetings, work division and cooperation, we successfully accomplished the project and learned to solve problems by teamwork. (2) Study of Japanese immigrant village in Changhua We have never heard of Japanese immigrant village in Changhua before, although the Japanese colonial period was introduced in the history textbook of junior high school. However, through this project, we searched for information online, looked for related books in the library and visited Beidou immigrant village and we acquired the history of Changhua Japanese immigrant village. Thus, we approached Taiwan and obtained the history we could not learn from the textbooks. (3) Reflection on preservation of historic relics By on-site visit, we realized that most of Japanese buildings of Beidou immigrant village were disappeared or reconstructed and the only remained instructor dormitory was dilapidated. During the period of our project, there was a fire accident at night in the neighborhood of Nanguo Junshou dormitories in Changhua City and some buildings were destroyed. We realized the fragility of historic buildings and importance and urgency to preserve historic relics.

4) How did your project involve other members of your community as helpers and volunteers?

In the process of Cuberfair project, we realized that many people did not know the history of Japanese immigrant village in Changhua. Thus, by this Cyberfair project, we intended to act as “introducer” to present Japanese immigrant village of Changhua to visitors who browsed our web page.

5) Discoveries, Lessons and Surprises (Optional)

1. By book reading and data collection, we obtained the general situation of Japanese policy of agricultural immigration. In Beidou Township of Changhua County, there is Japanese immigrant village of the Japanese colonial period. 2. Nanguo Junshou dormitories which are near the school are historic relics of Junshou, Changhua in the Japanese colonial period. At present, more and more people concern about the preservation of these historic buildings.


View our CyberFair Project (Project ID: 8601)

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