Curriulum project ideas and brainstorming

[Rob_Hugo@PortNW]

Tentative curriculum project ideas:

Jenny H. - environmental problems / trade deficit
Libby - business and econ
Jenny C. - culture
Angelica - US and China
Stephen - Chinese civil war
Caroline B. - evolution of languages / cultural barriers
Kathryn - turn of the century / Japan and China
Meg - clash of cultures and powers / rebellions
Caroline O. - late 19th century imperialism / rebellions
Minh - Marco Polo / economics
Jeannette - industrial revolution of Japan / writing skills
David - geography / statistics / trade routes
Sophia - China / life under Mao
Desiree - Japanese warrior & literature / science, technology & inventions
Roxanne - Documents / trade deficit / Marco Polo
Mark - geography / web research for govt & econ
Gita - character development across cultures
Julie - subcultures in East Asia [Edit by="miranda k on Jul 29, 10:18:45 AM"][/Edit]
[Edit by="miranda k on Jul 29, 10:20:33 AM"][/Edit]

[Anonymous]

Anyone interested in the late 19th century/Imperialism/Rebellionswhy don't we meet to night for a short time.

[Anonymous]

Kathy,

I'm looking at that era as well, but not sure if I'll be here. I may go off somewhere.

[clay dube]

Two hamburger ideas, both raised by members of our group during the week.

You can look at globalization in many ways, but one of the most interesting is looking at local adaptation of global products/trends. One thing students consider themselves experts on is American fast food.

A great academic reference (parts of which might be adapted for high school students) is Golden Arches East. It looks at McDonalds in Asia. For example, the intro by Woody Watson (he organized the project, his students, now professors elsewhere, wrote on their special areas) includes a great note about a project to acculturate mainland Chinese immigrants to Hong Kong. The culuminating activity is a visit to McDonalds!

Here's an excerpt by our friend and UCLA colleague Yan Yunxiang:
http://www.nytimes.com/books/first/w/watson-arches.html

Note, please, that a second edition came out in 2006. You can see part of it in Google Books and easily buy it online or borrow it from the library.

Here's the Big Mac Index that The Economist publishes. It hints at how well or poorly markets price currencies (but also neglects local market conditions that might affect commodities that are rendered into the hamburger.
http://www.economist.com/markets/bigmac/

Please also note that it's not just McDonalds that has gone global. Yum Brands owns KFC, Pizza Hut, and other chains. It derives the bulk of its growth and profits overseas, especially in China. Your students could study the growth of these chains in China and elsewhere. See if they can see what kind of promotions they run, what sort of advertisements they use, and the extent to which they modify the menu to accommodate local norms and preferences.

US-China Today features an article on this:
http://www.uschina.usc.edu/ShowFeature.aspx?articleID=3945

Finally, it's important to note that there are many more Asian restaurants in the US than Western restaurants in Asia. Perhaps your students could inventory the range of restaurants and food stores within 3 miles of the school. They could also look for Asian foods on the shelves of local markets.

As always, please do share your experiences working with students on topics such as these. Please also share student work. I'll post this message in the Asia in My Classroom forum to see if we can coax others into the discussion.

[Anonymous]

Jenny H. and Minh:
Superpower status of US vs. China - does China have a chance? Economics, environment

Desiree and David
Warrior Japan

Caroline B., Mark and Stephen:
Life under Mao and changes in lives of ordinary people

Jeanette, Kathy, Caroline O. and Sophia:
Imperialism - Japan into China

Roxanne and Libby:
Economics and international business; context for doing business in E. Asia today

Gita, Jenny C. and Elizabeth:
Literature of E. Asian cultures and character development

Julie:
Meiji Restoration and influential figures, scholarly authors

Angelica:
Cultural Revolution

Meg:
European imperialism in China; Taiping Rebellion and Opium Wars

Jason:
Comparative literature on WWII, US History and American Lit

[Anonymous]

Tentative Curriculum Project by Elizabeth Siegel

Introduction to East Asia for 4th Grade Students

This unit is literally an introduction to Asia, but I will focus mostly on China. My students are very focused on America, Washington state, Seattle and our community from Pre-Kindergarten through 5th grade. This unit will be the first time they are exposed to Asia within our school's curriculum. You will notice how interactive and experiential this unit is. My students learn best kinesthetically. I like to keep them active. The activities below will engage them and get them interested in Asia. This will impact them the most.

I plan to focus on 3 different areas: Geography, Literature and Art. I would like to culminate the unit with a field trip to the Chinatown/International District, Wing Luke Museum and a Chinese lunch.

Geography of Asia (2 Days)
We will look at the continent of Asia and the different regions, i.e. East Asia, South Asia, Central Asia, Southeast Asia. Students will do a scavenger hunt, play games and memorize the basic geography of the continent.

Literature of Asia (7 Days)
Chi' Lin Purse by Linda Fan, Cranes by Hwang Sun-Won
We will utilize these two sources to study the following skills:
Elements of fiction: setting, character and character traits, plot, theme, climax, resolution
Reading Comprehension ,prediction, inference, summarizing, protagonist and antagonist, answering a question utilizing examples and strong reasoning to support a thesis

Art (2 Days)
I am still trying to figure out what I can do with this. I may look at Readers' Theatre, calligraphy, wood block art or something else. Suggestions would be eagerly taken.

Culminating Activity: Field trip(s) (1 or 2 Days)
Walking Tour of the Chinatown International District
Tour and activity at the Wing Luke Asian Museum
Tour of the Japanese Garden and Teahouse at the Arboreteum
Lunch at a Chinese restaurant in the International District

The End!

[Anonymous]

Unit:
Standard 3.4: Determine character traits by what the s say about themselves in narration and dialogue.
Materials: Short stories set in Japan, China, and Korea(find stories that are set in civil war)
Korea-"Cranes"by Hwang Sunwon
China:"Melody in Dreams" by Zong Pu(page 195-206)
Japan:
I will read some short stories before I finalize the ones I would like to use!!!

Goal: Students will be able to recognize the development of character through three diverse readings

Need for using diverse literature: Standards require it and the diverse population on the campus benefits from knowing about the diverse backgrounds. This resolves a lot of discipline problems as students are able to understand how actions and reactions of diverse groups are tied to cultural values. Helps in fighting stereotypes on campus.

Activities:
Quickwrite
Pair-Share
In groups of three, students each read the assigned story
Charts
Students recognize three dominant traits for the protagonist in each story by charting what the character says, does, and what the author/other characters say/observe about him/her.
Venn diagram- students transfer the traits for each character onto the venn diagram
Essay: Students will write an essay on one of the characters-prompt-which character inspires you as a reader the most and why?
[Edit by="gkhatkar on Aug 5, 11:43:14 PM"][/Edit]
[Edit by="gkhatkar on Aug 5, 11:46:29 PM"][/Edit]

[Anonymous]

Overview of Curriculum Project

US-China Institute Lesson Plan
Evaluating Historical Influences on Maxine Hong-Kingston’s Woman Warrior

Learning Objectives: To examine the ways in which historical context informs a novel’s content and style.
Standards: Literary Response and Analysis: 3.5 c) Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.
Evidence: Students will be assessed through small-group and class discussions, an outline of a research paper, the presentation of this material, and a multiple-choice exam.

The lesson will take place over six classes, and will include the following elements:

1) Students will listen to NPR segment, “Chinese Immigrants' Kids Play Balancing Role” (see attachment). Class discussion.
Overview Chinese history and culture through visual images, including the following topics:
Confucianism, warriors, footbinding, women’s rights, slave girls, Mao, land reform, rural village life, American involvement in China. Throughout the overview, preview documents that will pertain to each issue

2) Divide class into groups of three. Within each group, the students will divide up the following documents (each student will be in charge of two docs):
A) “Confucian Teachings: Selections from the Analects” (72-76); “99 Article Testament” (96-98)
B) “Antifootbinding,” “An Address,” “On Freeing” (129-134); “Quotations from Mao: Society” (151)
C) “Oral Histories” (165-169): “American Views of… China” (140-144)

3) Discuss reading strategies for primary source material. Discuss expectations for reading and subsequently presenting material to assigned group. Students are expected to: write a paragraph summary of each document; select three quotes to discuss with group the following class (be able to explain how each quote illuminates central themes of the document); annotate the ways in which the document provides context for the philosophical, political, religious, ethical, and social influences of the historical period.

4) Students reformulate groups of three. Each student takes turns summarizing documents and discussing significant quotes. Other group members take notes and participate in discussing significance and asking questions of the presenter.

5) Introduce Woman Warrior, including notes on: Author and historical context; Character, plot, setting, and style.

6) Analyze the ways in which the philosophical, political, religious, ethical, and social influences of the historical period are revealed through the character, plot, setting, and style of each chapter.

7) Over the course of the reading, students individually will write a paragraph in which they select one type of historical influence and analyze how it is revealed by one literary element. This paragraph will include at least one quote from an historical document and one quote from Woman Warrior.

8) The final assessment requires students to: Develop a research question that explores the ways in which the philosophical, political, religious, ethical, and social influences of the historical period are revealed through the character, plot, setting, and style of this second chapter; Craft a thesis statement in response to this question; Outline a research paper that supports this thesis. The outline should include topic sentences, quotes, and main ideas; Convert outline into a presentation for the class.

9) The unit will conclude by reading “Gilded Age, Gilded Cage” (235-239); compare the pressures on a Chinese-American student in America, and a Chinese student in China. How might Hong-Kingston’s life have changed if her mother had not immigrated to America?

[Anonymous]

This is one component of my groups much larger curriculum project covering Japanese Imperialism.

World History 2009-2010
Japanese Imperialism Project DRAFT

Overview & Purpose: Students will learn about 19th Century Japanese Imperialism in East Asia. A strong understanding of Japanese imperialism will later prepare students for Japan’s role in World War I and World War II. This is one activity in a larger unit on Japanese Imperialism.

California Standards Addressed:
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries…Southeast Asia, China…and the Philippines.
1. Describe the rise of industrial economies and their link to imperialism and colonialism…
2. Discuss the locations of the colonial rule of such nations as …Japan…
3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term response by the people under colonial rule.
4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders…and the roles of ideology and religion.

Your task will be to use the MIT “Visualizing Cultures” to explore an aspect of 19th century Japanese imperialism and share your research in a short multimedia presentation to the class. We will go to the library together on (Insert Day Here) to start everyone off on this project. You will be able to sign into your school account to save your work, or bring a flash drive to transfer your research/ resources so you can use them at home.

1. Research: Go to the MIT website “Visualizing Cultures” at http://visualizingcultures.mit.edu/
a. Chose one of the following subtopics from the website:
i. Black Ships and Samurais
ii. Yokahama Boomtown
iii. Throwing Off Asia I, II or III
iv. Asia Rising
v. Yellow Promise/Yellow Peril
b. Gather information and pictures for your photo story using the “visual narrative section of the subtopics. You will be putting all information in your own words.

2. Create your presentation:
a. Create your presentation using either Microsoft Picture Story 3 (free if you use Microsoft XP or Vista operating system…you can get the address off of our class website), PowerPoint, Impress (another free presentation program available from OpenOffice.org), iMovie or any other presentation software.
b. Presentation must be between two and five minutes long.
c. You can use music or you may narrate your presentation.
d. Save your presentation on a flash drive or email it to me at [email protected].

3. Present to the class:
a. You must give a short introduction to your picture story.
b. We will be watching all the stories in class.

[Anonymous]

19th Century Japanese Imperialism
Russo-Japanese War in Images

Objectives
1.Students will understand the causes/ course of the Russo-Japanese war.
2.Students will analyze the varying perspectives of the Russo-Japanese war through the postcards that were made during the time.

Assessment
1. Answers to the Document Based Questions.
2. The Cumulative project on Japanese Imperialism.

Activity
1.Introduce the Russo-Japanese war to the students by way of a PowerPoint presentation.
2.Look at some of the images from the war and analyze them as a class.
3.Read Asia Rising: Japanese Postcards of the Russo-Japanese War, written by John W. Dower.
4.Students will be given different postcards from Germany, France, Japan and Russia that were printed during the Russo-Japanese war depicting the various view points on the war. The students will answer questions about the postcards.
5. After the students have had time to answer the questions we will go over the postcards as a class.

[Anonymous]

Here are the questions that I am going to be haveing my kids answer for the images:

To develop a detailed and complex argument about a visual image, answer the following questions on a separate sheet of paper.

1. Who created the image? How and when?

2. What was the original context in which this image was created or displayed? How has that context changed over time?

3. Who is the intended audience for the image? Are there any accidental audiences?

4. Why the image was originally created and displayed?

5. What is the main idea conveyed by the image? Is there a title or caption that explains the subject of the image (or makes explanation harder)?

6. Examine and list the basic visual elements of the image. Describe, in detail, what you see by discussing elements such as color, value, line, shape, form, texture and space (see Anteater Reader p. 408 for definitions of these terms).

7. Is the image representational, abstract or symbolic? If the image is representational, what does it represent? If it is abstract, why would the creator of the image choose not to use a representational form? If the image is symbolic, what meaning does the image communicate?

8. What is the “tone” of the image? That is, what is its attitude toward the subject it captures?

9. Does the image “tell a story, create an emotion, or make an argument” (AR 409)? Explain.

10. What roles might proportion, layout, vantage point, weight, dominance, balance, pattern, contrast, symmetry, etc. have (see AR pp. 409-10 for definitions of these terms)?

11. Describe the image’s “obvious” and “hidden” content, and the relationship between the two. Remember to discuss both what has been included and what has been left out.

12. What role does your own bias have in your perception of the image? What might others see?

Fromhttps://eee.uci.edu/faculty/zimmerman/39a-student/unit2_image_questions.htm

there is nothing much else on the site, but these questions. i only tweakd them a little bit. I think that they are pretty good because they are not to general, they seam like they will actually make the student "think" about the images that they are looking at beyond they' there are two people... they are fighting type of questions.

[Anonymous]

Learning Modalities Level(s) of Taxonomy Emphasized
____ Music/Auditory __X _ Knowledge
_ __ Visual/Spatial _ X__ Comprehension
_ X__ Bodily/Kinesthetic _ X__ Application
_ X_ Verbal/Linguistic __X__ Analysis
_ __ Logical/Math _ X__ Synthesis
_ X_ Interpersonal __X__ Evaluation
__X_ Intrapersonal
____ Naturalist

Differentiated Learning Lesson? __X_ Yes (see Extension section) _____ No

Technology Used? __X_ Yes _____ No

Icons of Depth and Complexity? __X_ Yes _____ No
(Rules, Details, Perspective)

Thinking Maps? __X _ Yes _____ No

Materials/Equipment:
History Alive Books, instructional materials on projector, marker , poster paper, blank printer paper..
Literature Text, lined paper, handout materials

1. Overall Content Standard:

History/ Social Science:

Students analyze the geographic, political, economic, religious, and social
structures of the civilizations of Medieval Japan.
- Describe the significance of Japan’s proximity to China and Korea and the intellectual,
linguistic, religious, and philosophical influence of those countries on Japan.
- Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society
and family life during his reign.
- Describe the values, social customs, and traditions prescribed by the lord-vassal
system consisting of shogun, daimyo, and samurai and the lasting influence of the
warrior code in the twentieth century.
- Trace the development of distinctive forms of Japanese Buddhism.
- Study the ninth and tenth centuries’ golden age of literature, art, and drama and its
lasting effects on culture today, including Murasaki Shikibu’s Tale of Genji.
-Analyze the rise of a military society in the late twelfth century and the role of the
samurai in that society.

Technology: – An LCD projector will be used to demonstrate appropriate material and information to be used during lesson.

2. Lesson Sequence (Day 1):

A. Flexible Grouping of students for the lesson. (Pairs of 2, tables of 6)

B. Brief lecture/discussion on “What you know about Japan?” Use a Circle Map. Discuss.

C. Concentration on: Reading for Information, Summarizing Info, and Identifying Key info.
Read Chapter 22 as a class giving time for discussion and interactive notes between
sections.

D. Group Work: In a group based activity, students will work with partners to pull out
important information and answer prompts inside their Interactive notebooks.

E. Monitor student progress and give correctional/constructive input as necessary.

F. Assign Short Group Presentation: Assign each group of 4 students 2 sections to
immediately report on. Groups must summarize and explain why it’s important in two
minutes their section and present information to class.

G. Present and Review Illustrated Handbook Assignment.

H. Students will create an Illustrated handbook. Give students time to work on designing
handbook.

I. Monitor student progress and give correctional/constructive input as necessary.

3. Assessment: Understanding will be monitored via teacher observation during lesson. Constructive input/assessment will be provided as necessary.

English Language Arts:
- Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using
voice modulation, tone, and gestures expressively to enhance the meaning.
Analyze the influence of setting on the problem and its resolution.
-Define how tone or meaning is conveyed in poetry through word choice, figurative
language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
-Identify the speaker and recognize the difference between first- and third-person narration
(e.g., autobiography compared with biography).
-Identify and analyze features of themes conveyed through characters, actions, and images.
-Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a
variety of fictional and nonfictional texts.

Lesson Sequence (Day 2):

A. Brief lecture/ review on Poetry, terms, and styles.
B. Concentration on: Poetic Styles and Genres, CH 16
C. Read Author Examples in textbook , CH 16 (review)
D. Go over Investigating Poetry hand out and let students begin drafting ideas.
E. Monitor student progress and give correctional/constructive input as necessary.
F. Present: Students will share one Haiku they have written with the class.
G. Complete all Haiku and Epic Poems
H. Monitor student progress and give correctional/constructive input as necessary
.
. Assessment: Understanding will be monitored via teacher observation during lesson. Constructive input/assessment will be provided as necessary.

=:O

[Anonymous]

I think you have a really well laid lesson plan! The only thing that I could think of was to maybe give a tutorial on how to navigate the website. My district is heavy on an internet writing program called MyAccess which is very basic to use, but students tend to spend a lot of time trying to figure out how it works. I felt like it wasted a lot of time, and most kids didn't even know half the features were there. Similar to how Clay gave us pointers on the forums, I would give a quick tutorial using a projector to the class. 😀

1. Research: Go to the MIT website “Visualizing Cultures” at http://visualizingcultures.mit.edu/
a. Chose one of the following subtopics from the website:
i. Black Ships and Samurais
ii. Yokahama Boomtown
iii. Throwing Off Asia I, II or III
iv. Asia Rising
v. Yellow Promise/Yellow Peril
b. Gather information and pictures for your photo story using the “visual narrative section of the subtopics. You will be putting all information in your own words.

[Anonymous]

M.I. MOORE – AP EUROPEAN HISTORY

NINETEENTH CENTURY EUROPEAN IMPERIALISM IN CHINA

PART OF LARGER UNIT ON NINETEENTH CENTURY EUROPEAN IMPERIALISM

Textbook: Spielvogel, Western Civilizations

Students Homework for Unit: Outline the Chapters following the guideline for Moore- Outline Chapter ____.

**** AP European History Units are two weeks long covering two chapters. The lessons centering on European Imperialism in China will be integrated into the larger unit. They will be used throughout the two week unit along with lecture, discussion, and other materials on Imperialism.

Goal: Students will examine the role of European Imperialism in shaping the world of the nineteenth century. (Later units will examine lasting effects). Among the questions to be considered will be the following:
What were the motives of the European powers, or individuals?
Was it God, Glory, and Gold?
How were these different or similar to earlier colonialism?
Did the Europeans achieve their goals?
What were the effects on the nonEuropean countries they encountered or conquered?
What was local reaction?
How were both areas of the world changed?

Key Terms: imperialism, spheres of influence, extraterritoriality, Boxers, empress dowager, dependent colony, settlement colony

Classroom Activities/Lessons - - - To be Used Along with Lecture/Discussion in Unit

Activity One: Introduction to unit. Listen to song, “Rule Britannia”
Lyrics on screen
What do these lyrics mean?
"The Sun Never Set on The British Empire"

Activity Two: Rudyard Kipling, “White Man’s Burden”
Short pair discussion of poem
Write short paragraph on what the paragraph would mean to readers at the time.
How would Europeans and Americans react?
How would the educated elite (nonEuropean) react?

Activity Three: Map of China
Students complete map of China using text and overhead
Legend to identify European countries’ spheres of influence

Activity Four: Drawings, Cartoons
Students in groups of three or four
Each group gets an illustration
Task is to analyze it as a group, then give an explanation to the class

Activity Five: MIT website
View on screen the goods traded – shows the fine work/luxury items that China had to
offer to the west

Culminating Activity for China studies – DBQ
DBQ on turmoil of the nineteenth century in China and Europe’s contributions to this; specifically selections from the the Opium Wars, Taiping Rebellion, and Boxer Rebellion

[Anonymous]

It was great to work on this project. I would usually not have this much time during the regular school year to learn or research this much. I look foward to finishing this mini-curriculum unit.

Standard:
10.9: Students analyze the international developments in the post-World World War II
10.9.4: Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).

Materials: LCD projector, propaganda images, Mao Buttons, handout copies, DBQ,

Day 1:
Teacher generated PPT with 3-4 min textbook audio clip on the Cultural Revolution; students take Cornell style notes in notebooks

Propaganda/Mao Button analysis- copies of 5-6 images around the room, students walk around and answer questions. (Can also put at the beginning of Day 3).
Suggested websites: http://www.morningsun.org/images/index.html#

Day 2:
Working in groups of 4-5 students, students will each be given five Handouts with excerpts and individually answer the questions about their handout. (Topics include: Origins of Cultural Revolution, Cult of Mao, Destruction of four olds, Attack on Arts, Rustication of Urban Youth).
Handouts available at: https://www.aasianst.org/EAA/10-3-supplemental.htm

As a group, students will create a poster with information from each handout. (Students may finish their individual questions for homework)

Day 3:
Video clip: To Live, teacher guide at: http://www.aems.uiuc.edu/downloads/To_Live.pdf

Teacher created DBQ with selected Mao Quotations specifically about the Great Leap Forward, Cultural Revolution and Tiananmen Square.
Suggested Sources: Reader,
Little Red Book: http://www.paulnoll.com/China/Mao/Chairman-Mao-quotes.html

Extensions:

• Web quest
http://www.teachers.ash.org.au/vsshistory/Sem2/2China/Studyroom/6cultrev/webcultural.htm
• Research Project with suggested sites and questions; great for economics also
http://www.fpri.org/education/china/coleman.prc.doc

• Mock Trial
http://www.lfslessonsasia.com/exredguardlesson.html

[Author]

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