Connections between Ancient and Modern

[Rob_Hugo@PortNW]

Our group wanted to focus on how we could make China and Japan relevant to our students. We thought a good way to introduce ancient and medieval Chinese and Japanese history was to connect it to what's going on now and things that students are familiar with.

Some ideas we had:

-using the 2008 Olympics as a way to introduce students to Chinese history and culture. This can also be connected to Ancient Greece.

-how have Confucianism, Daoism, and Buddhism affected modern Chinese and Japanese culture?

-how do every day objects and rituals (Clay mentioned something as simple as food bowls) connect back to ancient Chinese and Japanese thought and aesthetics?

-how are current art forms like manga and anime related to ancient art forms like woodblock printing?

Group members: Betse, Dennis, Catherine, Kristina, & Judi

[Anonymous]

5th grade has a multitude of opportunities to bring in East Asia. Through Language Arts we have literature, specifically our unit on heritage which celebrates the diversity of the world. Social Studies also has the explorers and the Silk Road.

Both the National and California State standards acknowledges the need to bring in other cultures into the Arts curriculum for Dance, Drama, Music, and Visual.

The experience and realia available for us from our summer tour will help us enhance our lessons in these content areas.

[Anonymous]

This is something we may all want to take a look at!!!!!

The newest issue of National Geographic Magazine: May 2008, is intitled "China:Inside the Dragon." This is a special issue and it includes many articles based on the many themes we worked on last Sunday. I am impressed by this journal...a free fold out map of China...beautiful pictures..cities...culture...ENVIRONMENT (Kevin)...ECONOMICS (Kevin)...this magazine is zui hao.

[Anonymous]

Frank - Thanks. I received the same issue in the mail and have been reading it. It looks great. I'll read more on Wed/Thursday when my students are testing. I like test days.

[Anonymous]

Kevin,

I share your love for test days. I will have read more of the articles by this weekend. Then we can share thoughts on our theme.

[Anonymous]

I like this old Chinese saying: "If you think you are a 'one-in-a-million' kind of guy, there are probably 1,300 people just like you!" This came from a book I have been reading called Culture Shock! China, A Survival Guide to Etiquette and Custom, Eagan and Weiner,Marshall Cavendish, 2007. It gives some good insight on how history is manifested in present day Chinese attitudes and psyches. With such population density it makes sense that there would be a need to develop societal norms that ensure family-like identities that permeate business, politics and all social structures.
There is a section called "In-Group and Out-Group" which discusses the Chinese "courtyard view of the world". This idea was quoted from the philosopher, Joseph Needham.
"The Chinese, Needham observed, take meticulous care of their homes and of the inner courtyards viewed as interior to their homes, but think nothing of... the alley immediately outside." (p52)
The authors go on to explain that human relations function much the same way; that family, close friends, classmates, close colleagues are strongly connected and take care of each other with a 'Confucianist' bent. Those "outside the courtyard" wailairen (outsider) or waiguoren (foreigner) are not treated with the same common courtesy. This may explain why the estmated 140 million workers from the countryside, "the floating population" may not be welcomed in the cities. It also lends insight into the Chinese perspective of foreigners. Combined with China's struggle against foreign domination it is easy to see why it may take time for attitudes to change regarding what value outsiders can provide to China.
The authors explain that the Chinese show their perspective of us by saying "Westerners treat strangers like friends and family like strangers". In fact, Westerners are apparently surprised by the pushing and shoving and stoic nature of the man on the street and yet when invited into "the courtyard" are treated as family and honored guests.
This book is rich with pearls of wisdom for this waiguoren anxiously awaiting to peel the layers of present-day Chinese society.[Edit by="eamador on May 18, 9:35:04 PM"][/Edit]
[Edit by="eamador on May 18, 9:37:29 PM"][/Edit]

[Anonymous]

Did anyone see this program last night 6/17/08? I caught the end and then found it online at pbs.org. Very interesting story about 9 young people in China today. Of particular interest to our students here is the young rapper Wang Xiaolei who is also eatured on "The World" with his new global hit. His lyrics talk about China's new materialism and he references Taoism. I'm not a big rapper fan but this new poetry reflects on the inner thoughts of the young people in China. Very revealing and useful material for the classroom.

[Anonymous]

I saw the episode of Frontline. It was good and I wasnt exactly surprised by any of it, but it gave nice examples of the negative side of break neck economic growth.

[Anonymous]

How homes are constructed and how that relates to family life is also something that students can relate to.

The different construct of religious practice, festivals versus Sunday services is anotehr approach to take.

Raymond R. Moser

[Anonymous]

Initially, I wanted to create a lesson on how the scholar-warrior tradition found in the martial arts of China and Japan reveal the influence of philosophies such as Confucianism, Daoism, and Buddhism. The role of religion and philosophy in history has always fascinated me. Their power to affect virtually all domains of society reveals their ability to affect critical changes.

However, I have been contemplating another possible lesson. I would now like to focus on enhancing my 7th grade students’ geography skills. I’ve been wanting to merge geography concepts, technology, and Asian architecture. I want to create a lesson that makes my students use Google Earth to create a virtual tour of key sites in East Asia. Such sites would include a diverse spectrum of buildings from seats of power like imperial palaces to religious spaces such as temples and cemeteries. I want my students to conduct an architectural analysis of the building/space to gain an appreciation of how the design, symbolism, and orientation of buildings/space often reveal influences of religious beliefs, numerology, myths, astronomy/ astrology, etc.

Upon returning from my trip, I will present to my students a Google Earth virtual tour of our trip. In this presentation, students will not only have a chance to see my personal experience in East Asia, but will also see a model for how to create their own presentations. Students will be given a list of other architectural landmarks in China and Japan. They will have to locate the site, log its coordinates, explore the landscape and other geographic features surrounding the building, and conduct an architectural analysis of the building. In their analysis, students will be asked to deconstruct the symbolism found in the building’s orientation, colors, statues, calligraphy, paintings, carvings, numerology, alignment to celestial bodies, etc.

I also want to explore issues of social justice in China and Japan’s educational systems. I am currently taking my final class for my Educational Administration Masters Degree. My final course explores issues of social justice and pluralism in American education. After discussions with my professor, I decided to present to my classmates, upon my return, a report of social justice issues in the schools we will visit on our trip. My experience will allow me to bring back to my class a more global perspective. So, as we travel, I will be focusing on this issue as well.

-Javier Pena
El Sereno Middle School

[Anonymous]

Your ideas on how to integrate geography, architecture, cultural aspects and technology are great and very useful for meeting the 6th and 7th grade standards. Thanks for sharing your plan. It also helps to connect to present day when we see all the new architecture in China and Japan and compare and contrast point of view, through culture and symbolism. Thanks again. This will give me another perspective as I am processing my own lesson plans.

Betse Amador

[Anonymous]

Initial thoughts....For the multi-day lesson plan, I am going to put together a power point that has to do with the standard for the Tang Dynasty and the spread of Buddhism/ cultural exchange on the Silk Road using some of my photos and also some of the web site related to Yo Yo Ma's Silk Road project. This also ties into the model lesson plan that we have to deliver after the first of the year from the LAUSD district and the SPICE curriculum I ordered. Since we are a technology magnet I want the students to compare the Internet to the Silk Road. I have set up iEARN (Paid $) and Epals (free) to start collaboration online between my students and students in China, Japan and/or Taiwan. Of particular interest is the "Kindred" project related to iEARN, which has students interview family or friends and exchange histories. The Taiwan narratives are fascinating. I may choose a different iEARN project. We'll be using the mobile lab in my classroom and/or going to the computer lab.

Looking forward to having the "gang of 20" together for 36 hours.

Regards, Betse

[Author]

Posts