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Rob_Hugo@PortNWIs their a specific style for the required lesson plans for the Asia Summer Institute? Is an outline sufficient or is a PowerPoint required? Also are projects, simulations, videos, and other such enhancement part of the requirements?
AnonymousBeats me. I've got ideas, the first of which is to do a two-day, multimedia, interactive PPT on the Korean War so that the students have the basics down. This could be followed by the video Nuclear Nightmare, leading to a class simulation of the six-party talks. A one-pager on each country's concerns/interest would allow for groups of six for negotiations, and for six expert groups to prepare for the sim.
I know four days is very little time to cover a lot of material, but this is the constraint within which we work. This will teach the history, and might allow kids to better understand the issues on unification and negotiation that still plague the peninsula. It will also help prepare kids for Model United Nations.
AnonymousRocky,
As individual as we are, I'm sure your lesson design would first have to be purposeful for you and then adaptable for others.
Went back to the Chinese American museum via the net and found a lesson plan geared to primary students. One effective way to do your lessons would be to take something from your experience there and adapt it to your class. I always start the year with "Family" focused activities. This lesson, "Lighting the Way" is a perfect springboard. I'll adapt it and post a copy.
Do you recall the post card activity? Upon reflection, I thought it would be effective to have students roleplay family members. Students would work in teams to research and prepare postcards to communicate daily experiences. It might be motivational to stretch this lesson into a center where one could continue this interaction throughout the year. [Yes, I know...we must proofread each one. I'm going to use a stamp, perhaps my name in Chinese to stamp my approval.] Wouldn't it be great to add calligraphy using brushes and an ink stone? Anyone know where to pick one up?
The suitcase idea to draw students in was a profoundly good one. Have 2 in my drama room that I'm certainly going to use.
Bobbie[Edit by="bdiaz on Aug 9, 7:31:31 AM"]Enduring Qs from Lighting...
1. What does home mean to you?
Adapt:
1. Reflect on the concepts, HOME and FAMILY. Using a T chart, analyze and compare these concepts, then create a paragraph or two summarizing your thoughts.
[/Edit]
AnonymousHi All! Here are the directions for the Maori dance implement, POIBALLS. Have fun!
Directions for Poi balls
Materials: 3 Ply mm yarn, 1 whole sheet of newspaper, fabric {preferably white satin for black-light use} 10 sq ” for ea. ball, clear plastic to cover fabric for longevity, fabric scissors, 8 rubber-bands per ball [substitute with ½ yd yarn]
**Recycle old knitted clothing or buy yarn scraps from a thrift store shop.
1. Measure 12 strands of yarn, 45 inches each strand.
2. Align 12 strands and tie a knot 5 inches from 1 end. Divide strands into 3 parts and braid until you reach a spot approximately 5 inches from the other end, tie a 2nd knot.
5 inches * approx. 22 inches braided cord * 5 inches
3. Tear whole sheet of newspaper in half. Gather ½ sheet of newspaper along the center of its length. It should look like a bow. Take the braided cord, divide the loose ends in half at one end. Now attach newspaper sheet to the center of the divided cords and tie 3 knots to anchor it in place. Should you hold the cord at the other end, the paper should resemble a butterfly dancing in the wind. Now take the other half sheet of newspaper and crumple it into a ball. Place in the center for the core. Press the parts of the outer newspaper sheet in a ball around the core.
4. Wrap the newspaper ball with toilet tissue, enough to give it strength and weight, approximately 3 layers.
5. Cover with fabric- 10 “ square. Cover with sturdy clear plastic.
6. Pull fabric & plastic tight and tie with rubber bands or yarn to complete the ball.
7. Trim excess fabric. Repeat for Ball 2.
AnonymousHi All! Here are the directions for the Maori dance implement, POIBALLS. Have fun!
Directions for Poi balls
Materials: 3 Ply mm yarn, 1 whole sheet of newspaper, fabric {preferably white satin for black-light use} 10 sq ” for ea. ball, clear plastic to cover fabric for longevity, fabric scissors, 8 rubber-bands per ball [substitute with ½ yd yarn]
**Recycle old knitted clothing or buy yarn scraps from a thrift store shop.
1. Measure 12 strands of yarn, 45 inches each strand.
2. Align 12 strands and tie a knot 5 inches from 1 end. Divide strands into 3 parts and braid until you reach a spot approximately 5 inches from the other end, tie a 2nd knot.
5 inches * approx. 22 inches braided cord * 5 inches
3. Tear whole sheet of newspaper in half. Gather ½ sheet of newspaper along the center of its length. It should look like a bow. Take the braided cord, divide the loose ends in half at one end. Now attach newspaper sheet to the center of the divided cords and tie 3 knots to anchor it in place. Should you hold the cord at the other end, the paper should resemble a butterfly dancing in the wind. Now take the other half sheet of newspaper and crumple it into a ball. Place in the center for the core. Press the parts of the outer newspaper sheet in a ball around the core.
4. Wrap the newspaper ball with toilet tissue, enough to give it strength and weight, approximately 3 layers.
5. Cover with fabric- 10 “ square. Cover with sturdy clear plastic.
6. Pull fabric & plastic tight and tie with rubber bands or yarn to complete the ball.
7. Trim excess fabric. Repeat for Ball 2.
AnonymousHi Bobbie,
I have seen calligraphy brushes and inkstones in China Town. Sorry, I don't remember exactly which store but, I'm sure they'll be able to tell you if you asked around the vicinity. You can also get them online too. I found out that there are many interesting links for Chinese calligraphy including models to copy, famous calligraphers and how to purchase supplies.
Check these out:
http://www.art-virtue.com/links/links.htm
http://www.shufawest.us/
Thanks for the maori poi ball instructions.
Helen
AnonymousDear Helen and group,
Since returning home, I have bought a lap top and a lcd projector for power point presentations; but have to pay a tutor to show me how to create and present! It was great meeting all of you and learning so much, getting motivated to be part of the 21st c. in technology...........check out my new web link on my trip to China at
www. chspumas.org scroll left to bottom for teachers and then Crawford for mine. click here for China.
So, I see this year as not only teaching more about E. Asia, but about ethics/governments as they relate to various religious and historical precepts and mostly, about me learning how to use computers and getting up to speed on power pt, web pages, digital pictures, etc.
Thanks to all of you for helping me along this journey. I look forward to seeing you all at the follow up and maybe at the Oct symposium.
Cathy from Temecula
AnonymousOK, I've already been back @ school for the last two weeks & I'm already facing the first exam. I'm pulling my hair out on thelesson plan & would love feedback. I've attached the partially completed lesson plan outline in .RTF format. It contains the essentials of the lesson plan. I'm hoping a simulation & PowerPoints are enough. I'm doing the six-party talks & I'm building country profiles from memory, which is really scary. I hope it is close enough. Below is the 'China' country profile, to give you an idea of what I mean:
China’s Position & Concerns:
First, China is the neighbor of North Korea, and the only ally that North Korea has. This alliance goes back to the Korean War, when China sent over 1 million soldiers into Korea to combat United States and United Nations troops who were fighting in North Korea, close to the Chinese border. China lost 100,000s of soldiers in that war.
Second, North Korea, like China, is one of the few Communist countries left in the world. Cuba is the third and last avowed Communist country in the world. Countries tend to work well with other countries that are ideologically aligned with them.
Third, China has few friends along its border. It fought brief wars with India and Vietnam in the 1970s, and has come close to fighting Russia (then the Soviet Union) in the 1960s. North Korea is the only one of China’s neighbors that is ideologically and politically aligned with Communist Chinese government. These three factors link China to its neighbor.
Despite this alliance China is developing trade relationships with other members of the six-party talks, making North Korea less important to China than in the past. In fact, China now trades less with North Korea than with any of the other four countries of the six-party talks. The United States, the former enemy of China in the Korean War, is now China’s greatest trading partner. South Korea, also a former enemy to China in the war, trades many times the value of goods and services that North Korea does. This means that China’s economic interests are more tied to the US, South Korea, Japan and even Russia than it is to North Korea.
China believes that North Korea’s economy is so weak that the country might collapse into anarchy if China did not continue to supply oil, food and other goods to its neighbor. This is China’s greatest concern. Should North Korea’s economy and government fall into ruin China fears that a massive number of North Koreans would stream across its border seeking food and shelter. China does not want to bear the cost of housing over a million refugees. Also, China does not want to lose an ally along its border.
China is a nuclear power, first exploding a nuclear device in October 1964. China does not want to see any other country in the region have nuclear power, with the exception of Russia, which gained nuclear power in 1949. While China does not fear that North Korea might threaten China, the Chinese government does believe that Japan and/or South Korea might try to develop nuclear weapons as a defense against North Korea should North Korea explode a nuclear bomb.
China has a generally good relationship with the US, though issues of trade and diplomacy sometimes find the two countries at odds with each other. Of particular concern is their respective positions regarding the island of Taiwan. China claims the territory is a rival province and claims the right to use military force against it, seeing the conflict as a strictly internal matter. The US sees Taiwan as a thriving democracy that deserves protection from the US navy.
China’s relationship with South Korea is one of mutual economic exchange. China’s alliance with North Korea makes it impossible for China to draw too close to South Korea for the time being.
China’s relationship with Japan is rather poor, despite a great deal of trade. China remembers atrocities and humiliations committed by Japanese soldiers against Chinese civilians both before and during World War II. China believes that Japan has never adequately apologized for these crimes. Also, there are territorial disagreements between the two countries concerning islands that lie between the two nations, and potentially rich mineral resources that lie beneath the waters surrounding the islands. China sees Japan not only as a trading partner, but a potential rival power in the region. As such, China absolutely does not want Japan to develop nuclear weapons or anti-missile defenses
OK, I've done China & the US ... I'd love a whee bit o' feedback to know if I'm barking up the wrong tree, barking mad, or just barking. Any help is appreciated!
TTFN
Chris Carter[Edit by="ccarter on Aug 27, 8:51:23 PM"][/Edit]
AnonymousOK,
Here is my lesson plan. Attachments will be sent on disc, but first sent through e-mail so that you know I actually did the work:
Title: Six Party Talks Simulation: Overcoming the Past
Lesson Content: this lesson focuses on the six-party talks designed to reduce tensions in East Asia by encouraging North Korea to stop development of nuclear weapons. Web links are included to facilitate student research. Also included are PowerPoint lecture outlines for the Korean War and the Six-Party talks, and a video guide to the video North Korea: A Nuclear Nightmare.
Grade Level: 9-12 World History or Cultural Studies classes
Rationale: Despite California’s focus on teaching history and world issues to our students Asia remains little taught and little understood. Asia contains half of the world’s population. In addition, China’s rise as the world’s next superpower makes the need to address the current issues of East Asia and the histories informing these issues of paramount importance. The tension on the Korean peninsula is one of the world’s trouble spots most likely to bring nuclear powers into armed conflict, yet students remain largely ignorant of the issues involved or even the histories of the countries that lie within a few miles of each other. This lesson plan seeks to bring students to point of rapid, clear understanding of the issues, the histories of the countries involved, and the potential consequences of a nuclear-armed North Korea.
Time Frame: The six-party talks simulation can be completed in as little as three days assuming a class period of 45-60 minutes and student access to the Internet for research. Additional materials are included that will expand the time needed, yet will further the students’ understanding of the issues involved:
- A PowerPoint lecture outline of the Korean War (1-2 days)
- A student worksheet for the 1-hour video North Korea: A Nuclear Nightmare (1 day)
- A PowerPoint lecture outline of the six-party talks up to the summer of 2006 (1-2 days)
Objectives: Students will be able to
- identify the histories, economies and military powers of the six nations involved
- successfully negotiate at least three of the six main points of contention in the talks
- score 70% or higher on a reflective essay
- (optional) score 70% or higher on Korean War PowerPoint quizzes
- (optional) correctly answer 80% of prompts on video worksheet
- (optional) score 70% or higher on Six-Party Talks PowerPoint quizzes
Standards:
California High School Social Science Standards addressed:
10.10 Students analyze instances of nation building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
10.10.1 Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
10.10.2 Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
Materials:
- Handouts (downloadable from this website)
- PowerPoints (downloadable from this website)
- Video projector
- Laptop computer (for projector)
- Computers with internet access for student research
- Video: North Korea: A Nuclear Nightmare (http://shopping.discovery.com/product-49762.html?jzid=40587982-0-0) Available from the Discovery Store
Procedure:
- Day 1: Explain situation on the Korean peninsula to class (assumes a lot of prior knowledge on the part of the students. If necessary consider some of the optional lessons to build a prior knowledge base.). Create six teams of four students, assigning each team a country. Distribute the ‘SixPartyTalks-Roles’ and ‘SixPartyTalks-Issues’ sheets to each student. Allow students to begin independent research into their specific field of expertise. Internet use is required for this activity
- Day 2: Allow teams to share information and among team members. Allow teams to prepare for the talks on Day 3. Also, have students present their positions in the second half of the class period. Each student can give a 1-minute summary of findings. This allows for a presentation grade and also prepares each country-team to understand the positions of the other five teams, thus facilitating the horse-trading that must take place during Day 3.
- Day 3: A good deal of classroom control will be needed here. The negotiation must allow for each country-team to present its demands & concessions in turn. Using an object as a controlling devise, in which only the person holding the object may speak, is useful. Note that only the diplomats should be allowed to the debate table. Negotiations should be run in rounds with breaks in between each round so that diplomats can consult their fellow team members for ideas, etc. Other team members must be ready to talk and negotiate with their counterparts in other country-teams to hammer out details of tentative agreements their diplomats have agreed to. When not actively engaging their counterparts, team experts can monitor the debates and write suggestions for their diplomat. This format keeps everyone involved.
o Round of diplomatic negotiation
o Diplomats discuss progress with team experts and inform experts that they must meet with their counterparts of other countries if the diplomats have made a tentative agreement
o Team members discuss their ideas with diplomat
o Repeat round of diplomatic negotiation & expert discussions as you see fit
- This negotiation style has the added bonus meeting several California Language Arts requirements as noted at the following link: http://cahssa.org/PDF/Debate.pdf#search='debate%20structure%20classroom'
Technology:
- Internet access is critical to the success of this lesson plan. A PowerPoint capable computer, video projector, and DVD play are also necessary for some of the optional lessons.
- Additionally, a great deal can be done to add atmosphere in the classroom with flags, non-copyright music (http://www.freeplaymusic.com/), lecterns, etc. The more you do to create an environment the more the students will respond.
Assessment:
- Presentations and the negotiations can be graded using standard rubrics (http://www.uwstout.edu/soe/profdev/rubrics.shtml) Use the six national position and concerns sheets to determine the depth and accuracy of student research
o North Korea
o South Korea
o China
o Japan
o United States
o Russia
Reflections:
- Allow your students to write a reflective piece on the lesson plan. This helps the information gained move into their long-term memory. A side benefit is that kids often put useful information in reflective writing pieces that can improve lessons in the future.