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AnonymousSubject: re: 080609 presentation outline draft by julie hou
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>Tentative Topic: Introduction of Two Influential Figures of the 19th -20th Century Educators: Fukuzawa Yukichi and Lu Xun
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Why - Rationale is due to the role they played as historical significant figures
What are their backgrounds?
Who inspired or provoked them to be generational inspirations?
How do they become a living example for generations to follow?
Introduction - useful links (online reading and forum discussion - work on construction)
>1. Shame - Live with, through and beyond - "Era of Malaise"
>2. Pride - Share the Golden Age of the past, the present and the future - "Confucius' Orderly Society"
>3. Globalization - Increase idea exchanges and maintain current "here and now" attitude - "American Industrial Revolution"
>4. Identity - Create a new political, economical, and cultural identity - "Meiji Restoration and Japanese Imperialism"
>5. Competition - Modify the educational systems - "Civil Services Examination and Visualized Curriculum"
>6. Aesthetics of Arts - Compare and contrast those of the East as well as those of the West - "Youtube: Key word search"
>7. Weiji (Risk and Opportunity - Revolutionary Road - "CNN, BBC, New York Times, etc."
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>Objectives - (work on construction)
>1. California Foreign Language Standards
>2. California State Standards
>3. AP Curriculum Guidelines for Chinese Language and Cultures Studies
>4. Skills to master: to have students to appreciate more of and increase their understanding of the complex mindset of revolutionary thinkers in Asia
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>Assessment: (work on construction)
1. Research on a topic assigned by Teacher
2. Work as a group of 3-5 to do a 5-7 minute role-play
3. Present how Asian decision makers of the 19th and 20th century proceed a negotiation and reach a common goal.
4. Submit your script with a list of at least 10 citations and resources after the end of the unit
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>Questions
>1. How do scholarly advisors mold historical events in Japan and China of the 19th and 20th centuries? Compare these two countries with a timeline chart, along with colored iconic captions and a brief description of important events in 100-150 words.
>2. Why one changes the values of one's belief? Once change occurs, what outcomes and consequences will bring to people? In which ways.
>3. What are the characteristics of being a "brave" person? From your perspective, what do Japanese Samurai reveal to us in terms of his bravery? and what do non-Han people Mongol show his bravery to us? How about educators like Fukuzawa Yukichi and Lu Xun?
>4. How do people reshape themselves through historical trends? Elaborate your viewpoint in detail.
>5. Does the appearance weigh more nowadays than before? How does a country's image shape its own identity?
6. Is the definition of westernization equal to that of americanization? or modernization? Will be the globalization becoming asianization?
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>Activities
>1. Use the daily life materials to compare and connect the symbolic objects/goods - powerpoint
>2. Role play various negotiators and advisors of the Meiji Restoration as well as Chinese revolutionary reformers
>3. Create a debate team upon how people shape historical events or the other way around and present your ideas with evidences - quotations
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>Extended Activities
>1. Create your own forum and post a question related to the topic of this era and conduct a survey on how people view on this era
>2. Choose a historical influential person whose ideas had had an impact upon his society or had influenced upon global community
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>Materials
>1. online photo images
>2. handout essays
>3. short film scripts
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>Instructional Procedure: (work on construction)
>tentative procedure
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>Day 1
>1. watch a film clip and
>2. generate a few relevant questions
>3. jigsaw activity to present key concepts of each group reading
>4. assign to research online for primary as well as secondary resources
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>Day 2
>5. next day - present a timeline of the sequence of influential people, iconic symbols, key events and dates
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>Day 3
>6. next next day - follow up work to create an essay by using various technology such as photoshop, publisher, etc. to comment on the strategies that use at a particular historical time across the board
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>Resources
>1. http://en.wikipedia.org/wiki/Four_divisions_of_society (four class systems long practiced in China)
>2. http://ocw.mit.edu/ans7870/21f/21f.027/home/vis_menu.html
>3. http://en.wikipedia.org/wiki/Fukuzawa_Yukichi
>4. "You tube" for chinese and japanese gardens, tea ceremony, calligraphy, chinese classics animation, philosophy, buddhism, etc.)
>5. http:// http://www.Englishcompanion.com/Tools/notemaking.html (organizational, critical thinking note taking skills)
>6. http://www.seattleartuseum.org/visit/visit.SAAM.asp
>7. http://uschina-today.usc.edu
>8. http://www.ncta.org
>9. http://www.ucla.org
10. http://nclc.osu.edu/rc.bios/lxbio.htm (MCLC resource center)
11. http://www.ibe.unesco.org (international bureau of education)
12. http://ncta.osu.edu/lessons/japan/history/oleary-japan.pdf
13. http://journals.cambridge.org
14. http://www.historyorb.com/events/date (historical moment - timeline)
15. http://www.spanamwar.com/imperialism.htm (white man's burden - kipling and american imperialism)
16. http://www.teacheroz.com/19thcent.htm
>17. magazine - the economist
18. magazine - National Geographics
19. periodical - China quarterly
20. periodical - Teaching about Asia
>21. newspaper - new york times
>22. newspaper - los angeles news
>23. newspaper - san francisco chronicle
>24. multi media - historical channel
>25. multi media - national geographic
>26. multi media - discovery channel
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>List of good Chinese movies
>1. To Live (1950-1970 of China)
>2. Together (contemporary China)
>3. Qiu Ju Da Guan Si (under Mao rule)
>4. Raise Red Lantern (Chinese Feudal System, Gender Issue)
>5. Crouching Tiger, Hidden Dragon (Martial Arts, Hollywood movie)
>6. Hero (Qin Dynasty, assassination)
>7. Road Home (rural couple in pre modern China)
>8. King of Masks (Strongly recommended, Chinese art, happy ending !!!)
>9. Good Earth (1900-1920, Pearl Back, Hollywood movie)
>10 Yellow Earth (Liberation Army, romance, under Mao rule)
>11. Joy Luck Club (Gender Issue, China, sort of happy ending.)
>12. Bu-ji-bu-san (comedy, contemporary China)
>13. Shower (human relationship, contemporary China, Disability issue)
>14. more.... to come
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>Quotation for debate
>1. Civilization is relative to time and circumstance as well in comparison. Moving civilization is to advance and pursue knowledge and virtue themselves for material and spiritual well-being.
2. Western countries foster "education, individualism, independence, competition as well as exchanges of ideas."
Backgrounds of two educators
1. Fukuzawa (1835-1901) is a supporter of Japanese Imperialism by reading his essay called "Datsu - A Ron, literally meaning Goodbye Asia; and he is a supporter of the first Sino-Japan War (1894-1895). Furthermore, he started "Jiji Shinpo, literally meaning Current Events," which is similar to the TV news media "Current" run by the former vice president Al Gore.
quotation - if there is some threat that might infringe upon a country's freedom, then that country should not hesitate even to take up arms against all the countries of the world.
quotation - our immediate policy, to depart from their ranks of Korea and China and cast our lot with the civilized countries of the west... We should deal with them exactly as the westerners do.
quotation - like a huge sun that burns the eyes if looked at too closely, China was for many influential minds in Edo Japan, a sprawling empire to be kept at a safe distance.
quotation - even before the arrival of Commodore Perry's Black Ships in 1853, from the early nineteenth century the Mito School or school of National Learning had begun to assert the "foreignness of Confucianism" in order to make Japan the "New Centre of an early Modern Asia."
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2. Lu Xun (1881-1936), also known as "Zhou Shuren" is a communist's supportor, but he never joins the communist's party; his autobiography (1904-06) describing his first question on national identity issue.
quotation - One day in class he viewed a "current events" slid of a Chinese man about to be beheaded by Japanese troops for spying during the Russo-Japanese War of 1904-05, and he recalled clearly that Chinese people are calloused and numb.
Lu Xun was also inspired by Nietzsche of his concept of individualism
quotation - civilization must regularly change or sometime resist the great currents of the past....If we really want to adopt a plan for the present, we should study what is already past, and look toward the future, ...give free rein to ren (humanity) the individual and reject the majority.
He is interested in Darwinism and western as well as Japanese thoughts
His works:
National Character
Diary of a Madman 1918
Kong YIji 1919
Outcry (Nahan) 1923
AnonymousMy lessons are attached. Still finalizing the details. it is designed for 10th grade English and to be taught in conjunction with World History.
AnonymousTitle of Unit: Doing Business with East Asia Yesterday and Today
Question/s:
What is the historical context for conducting business in East Asia Today? And what types of businesses would be effective?
Unit Overview:
The purpose of this unit is for students to develop an understanding of the historical context for conducting business in East Asia and to analyze the culture and markets of China, Japan, and Korea in order to set-up an appropriate business in one of these areas.
Students will learn about the factors of production (land, labor, and capital) in the United States and China and will draw comparisons with Japan and Korea.
Objectives:
1. To understand and be able to apply basic economic principles to a global setting.
2. To analyze the historical context of land, labor, and capital in East Asia and changes affecting the ability to conduct business, and compete in the international economy.
3. To compare the culture, factors of production, and markets of United States and East Asia.
Grade Level and Content: Grades 10-12.
The unit is designed for students taking Business or Economics and can be completed in a week using either block or single periods.
Standards and Benchmarks:
Correlation to California Standards for Economics and Historical and Social Sciences Analysis Skills.
CA Standard/s:
12.2 Analyze the elements of America’s market economy in a global setting.
12.4 Analyze the elements of the U.S. labor market in a global setting.
12.6 Analyze issues of international trade and explain how the U.S. economy affects, and is affected by, economic forces beyond the United State’s borders.
Skill/s:
CST: Use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.
HREP: Construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.
HI: Conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy.
Prior Knowledge:
Common economic terms, concepts, and the differences between a command and market economy.
Instructional Strategies:
1. Provide U.S. model of the factors of production (land, labor, and capital) on matrix handout.
2. Model China’s land, labor, and capital with students using PPT presentation.
3. Group students into groups of three for gallery walk and research on China, Japan, and Korea.
4. Pre-select web resources for students to research.
5. Group share and discussion of current events related to East Asian economies and research findings.
Activities:
1. PPT presentation and discussion of land, labor, and capital in the U.S. and China. Students take notes on matrix. handout.
2. Gallery Walk of primary and secondary sources on Japan and Korea. Students take notes on matrix.
3. Research using pre-selected websites and current articles related to the economies of China, Japan, and Korea.
4. East Asia Jeopardy Review Game
5. Reflective report on business opportunities in China, Japan, or Korea.
Assessment Plan: (pre-assessment, on-going, summative)
• Matrix comparing the U.S., China, Japan, can Korea
• Document analysis of primary and secondary sources
• East Asia Jeopardy Review Game
• Quiz on land, labor, and capital of U.S, China, Japan, and Korea.
• Reflective report on business opportunities in China, Japan, or Korea.
Resources/Materials:
Textbook: Principles of Economics
Technology: International Economic Summit (IES) Website,
Power Point Presentation, and Selected Internet Resources
USCI-NCTA: Selected slides and sources
AnonymousHere's my PPT
AnonymousHere is a Very rough draft of the beginning activity for Japaneses Expansion into Imperialism. It is focusing on Geography and the Five Themes.
California Standad: 10.3.4 Student analyze the effects of the Industrial Revolutuion in Japan. .4the connections among natural resources, labor and capital in an industrial economy
10.4.4 Imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
Objective: Using the Five themes of Geography students will understand the inluence geography had on the Japanese expansion in East Asia.
Materials: Map of East Asia
Textbook: World History
Power point East Asia Geography
Moogle Account
Question: Q: How do you think geography of East Asia contributed to the expansion of Japan into Korea, Taiwan and China? / Or what role does Geography have the Japanese expansion in East asia at the turn of the century.
Procedure: 1. Students will spend 5-10 minutes responding to question.
In a discussion.
2. 2. Students will view power point and answer questions on worksheet.
3. Students will demonstrate the spread of Japanese imperialism in East Asia.
Activities:
WorkSheet
Geography of Japan
Power point Worksheet
1. How did the geography of Japan contribute to its imperialistic policy?
2.. A. Between 1870 and 1910, approximately how much land did Japan acquire through expansion? (GSP).
3. What geographic factors might have influenced Japan's expansion? (GSP)
4. What feature of Korea made this area appealing to Japan? (GSP
5.Why did Japan expand its territories? (CT)
6. Why did Japan turn itself into an imperialist power
Map Work:
Label a map of Asia
Work sheet:
Japan's Expansion Into Asia
1. How did the geography of Japan contribute to its imperialistic
policy?
2. A. Between 1870 and 1910, approximately how much land did Japan acquire through expansion? (GSP).
3. What geographic factors might have influenced Japan's expansion? (GSP)
4. What feature of Korea made this area appealing to Japan? (GSP)
5. What feature of Korea made this area appealing to Japan? (GSP)
6. Why did Japan turn itself into an imperialist power
7. how did Japan's territory change between 1910 and 1935?
8. Why did the treaty signed at the Washington Conference prove unpopular with japanese industrialists? (p512)
9. How did the Japanese government change in the 1920"s and 1930's? (p. 513)
10. How did the chaous in China contribute to the expansion of Japan.
AnonymousJennifer Hahn and Minh Lee
Curriculum Project
Course: Economics
Grade Level: High School Seniors
Topic: Economic comparison between China and the United States.
Aim: Will China be the next superpower? (or) Will China replace the USA as the next superpower?
Objectives: Students will be able to:
1. Analyze charts, graphs and assessments of both China’s and the USA’s economy.
2. Evaluate economic factors that are most important in creating a super power.
New York State Learning Standards for Economics: http://www.emsc.nysed.gov/ciai/socst/pub/economics.pdf
• Describe the ideals, principles, structure, practices, accomplishments, and problems related to the United States economic system
• Compare and contrast the United States economic system with other national economic systems (focusing on the three fundamental economic questions)
• Explain how economic decision making has become global as a result of an interdependent world economy
• Understand the roles in the economic system of consumers, producers, workers, investors, and voters.
California State Standards:
• 12.6 Students analyze issues of international trade and explain how the U.S. economy affects, and is affected by, economic forces beyond the United States’s borders.
• 1. Identify the gains in consumption and production efficiency from trade, with emphasis
on the main products and changing geographic patterns of twentieth-century trade among countries in the Western Hemisphere.
• 2. Compare the reasons for and the effects of trade restrictions during the Great Depression
compared with present-day arguments among labor, business, and political leaders over the effects of free trade on the economic and social interests of various groups of Americans.
• 3. Understand the changing role of international political borders and territorial sovereignty
in a global economy.
• 4. Explain foreign exchange, the manner in which exchange rates are determined, and the effects of the dollar’s gaining (or losing) value relative to other currencies.
Procedure:
Icebreaker questions:
1. ASK (the entire class): If you could have any superpower what would it be?
a. Potential responses: Be invisible, fly, spin a web, breath under water, etc.
2. ASK: With which superpowers are you most impressed?
Transition
3. Show the illustration from the short article, “Who’s the Next World Superpower?”
a. According to the picture who is the world’s superpower?
b. What aspects of the picture make this clear?
c. Does America seem to be a ‘good guy’ or a ‘bad guy’ in the picture?
d. Considering the actions of the USA in the past 5 years, has America been a ‘good’ superpower? (their answers should discuss specific ‘good’ or ‘bad’ actions of the USA)
4. What nations/countries acted as superpowers in history?- France, Britain, USSR (bi-polar world), Spain (during exploration times), Italy (during the Renaissance/High Middle Ages), Roman and Islamic Empires.
5. What criteria must a nation meet to be considered a superpower?
a. Must be influential
b. “Power” means the ability to make others do things- USA can make other nations give aid, troops, negotiate (Israel- Palestine)
6. Where does this power come from?
a. Strong military- fear
b. Strong economy-purchasing power and trade, loans, aid
c. Strong values/ideals- any great idea that strengthens a nation and makes it influential such as: democracy, communism, Pan-Arabism, Pan-Africanism, socialism,
d. “The will to lead,” meaning that USA is willing to lead more than other powers such as Britain, Russia, etc. - http://thedartmouth.com/2009/02/24/news/superpower
e. Popular belief that a nation is indeed a superpower- people need to buy into its power.
7. Can the USA hold onto its sole superpower status? What other countries are most likely to threaten US’s status? The ability for students to answer this question depends on how much international politics and economics have been covered.
8. Many in the world believe that the USA is losing its superpowers. A NY Times article described a survey by saying; “In the survey, based on interviews with 10,250 people worldwide, 57 percent of respondents said they believed that the United States would be a world power in the year 2020, compared to 55 percent who saw China in that role.” http://www.nytimes.com/2006/06/02/world/asia/02iht-china.1873538.html
a. TASK: Students will explore this possibility by individually examining the comparison statistics on page 8 of the “East Asia” reader.
b. Organization: Students will be given time to examine stats individually. Each student must decide the percentage chance of China overcoming the USA as the next superpower. Each student should highlight or mark 5 stats they think are most significant and in 5 written sentences explain the significance of at least 3. Then they will be grouped with 2-3 other students to compare their thoughts. Each group will then share their opinions in a class discussion.
Day 2: Students will use different resources (selected Talking Points from US-China Institute) to predict the chance of China overcoming the USA as the next superpower.
Icebreaker: Students will listen to a NPR piece of how an American family tried to not buy any product made in China. The piece nicely depicts global interdependence. NPR story http://www.npr.org/templates/story/story.php?storyId=12056295
9. ORGANIZATION:
a. Students will be grouped with 2-3 other students and each student will be assigned a different ‘Talking Point’. Each student will be responsible for determining if their reading proves that China is on the road to being the next superpower. While reading they must make a strengthen/weaken chart. They should list 5 explanations that either support or deny China’s rise to hegemony. Their explanations can be split between both sides. After completing 5 explanations each student should give an approximate % chance of China being the world power by 2050 (Individual preliminary assessment)
b. Students will compare their readings and evaluations with their group members and add information to their charts. By the end of this exercise they should have at least 12 descriptions (therefore they must not write everything down).
c. Finally the group must decide on the % chance of China being the next world power by 2050. Each member of the group must have at least 12 explanations written and explained (individual assessment).
Depending on the efficiency of your students – class discussion may ensue on Day 3 or at the end of Day 2.
Icebreaker: Watch Corbert report clip on US competing with China at the Olympics: http://www.colbertnation.com/the-colbert-report-videos/178707/august-07-2008/sport-report---devin-gordon
10. Class discussion- a scale of 0% to 100% (with 10% increments will be drawn on the board)
a. Each group will choose their 1st speaker. All speakers must stand near their chosen %. 1st speakers must share one piece of information before ‘phoning a friend’ (or asking a group mate for assistance).
b. Students can change their positions by physically walking up or down the scale.
11. Potential Discussion Questions during class discussion:
a. Must there only be one superpower? When was there 2? – cold war. Could the future hold a multi-polar world where power is shared?
b. Will China suffocate in its own success b/c of environmental degradation?
c. Can China gain superpower respect if it is a recipient of foreign Aid?
d. Will the world ever really respect a dictatorship?
e. Does China have the funds and interest to invest most of its savings in the military rather than US bonds?
f. Will China use ownership of US bonds as ransom?
g. What about other nations? Are there any other contenders for superpower status? (EU, India, etc)
h. Will the world be better off if the US shares world power or loses it altogether?
i. Will China be a better leader? What changes could we see?
12. Assessments to be collected:
Readings:
Talking Points--July 29 - August 12, 2009—mostly about public opinion polls around the world and July summit with US/ China leaders. http://china.usc.edu/(A(WnpblAVIygEkAAAAYzkxYjViOGMtM2ZmNi00MjYwLTg2NDctZDRiYTM1NmMyOTQ4sZFkxnI1ITftLF8a_e8MIMkdTkg1)S(cn40tw45rplp3af0wnt0er3q))/ShowArticle.aspx?articleID=1563
July 22-aug 5 – discusses continued high unemployment in china,
http://china.usc.edu/(A(uWl9_K86ygEkAAAANDg0NjhmZTUtODJjMi00OGQxLTlhMjctMzJhM2E3ZTg3M2YzY0Xi4eYPrk6KhtmCPl9EQmiz8CI1)S(ka1ner55opjyt245102h5f45))/ShowArticle.aspx?articleID=1549
-->discusses china's rising oil consumption w/chart
http://china.usc.edu/ShowArticle.aspx?articleID=1531
-->discusses china's aging population (more likely on negative influence for china as superpower...but you never know)
http://china.usc.edu/ShowArticle.aspx?articleID=1477
--->gives charts, info on economy...pretty good one here...
http://china.usc.edu/ShowArticle.aspx?articleID=1512
Who's the Next World Superpower?
http://www.cracked.com/article_15148_whos-next-world-superpower.html -
By John Devore April 5, 2007 27,666 views
AnonymousJennifer Hahn
Curriculum Project
Course: Economics
Grade Level: High School Seniors
Topic: The environmental costs of economic growth.
Aim: To what extent is China choking on its own growth?
New York State Educational Standards in Economics:
• Analyze the effectiveness of varying ways individuals, societies, nations, and regions of the world attempt to satisfy their basic needs and wants by utilizing scarce resources.
• Understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and benefits.
Objectives: Students will…
1. identify the environmental costs of economic growth.
2. assess which environmental threat is greatest.
Procedure:
1. Show: youtube: China celebrates status as number one polluter (2min) from the Onion. FYI: China is #1 polluter but USA is still #1 on a per capita basis so in essence Americans are still #1.
2. Show students slide show “The world’s smokestack,” as it will open their eyes to the environmental degradation in China. http://www.nytimes.com/2007/08/26/world/asia/26china.html?_r=1
3. Show the map of environmental degradation in China and read aloud. Discuss additional environmental problems such as the fish farms, low efficiency of heavy industry, air pollution for the entire world to see during the Beijing Olympics, China’s industrial revolution like the west. Students should rank these problems as which seems more threatening or which should be dealt with 1st. http://www.nytimes.com/interactive/2007/08/26/world/asia/20070826_CHINA_GRAPHIC.html#
4. Discuss and compare rankings as a class.
5. Assign students different NY times articles from the series that examines China’s environmental crisis. There are 10 articles and students will be assigned the article that corresponds to what they thought was most threatening.
6. Homework or class work: Students must read the article and watch the corresponding video clip (all accessible online- and they should read the article online as part being a paper-less/green lessosn) and write a minimum of 15 sentences that summarizes the issue. Summaries should include a description of the problem, actions by China that have furthered the problem and/or have tried to manage the problem, the risks to human health or the world and an explanation as to why this problem needs immediate attention.
Day 2
1. Show the video of Lake Tai- how China jailed an environmental activist. This will hopefully fuel the students’ anger and make them want to speak about the environmental issues. Because China has stifled discussion of some environmental issues it is important for others around the world to raise awareness. Raising awareness will be the focus of this lesson.
2. Students pair up with another student who read the same article for homework. Each pair will present their article to a fictitious UN panel which will decide which problem needs the most attention. Pairs will be in competition with their classmates. Which environmental issue is most pressing? Either 2-3 students will be chosen to join the UN board or other teachers may act as UN board members. UN board members will determine which pair has given the most persuasive discussion.
3. Final assessment: On the same piece of paper that each student wrote their article summaries, students must do an additional writing assignment. Now each student must decide which environmental issue would be most important for other Americans to learn about (this issue must be different from the one they read about). They must describe the issue and explain why Americans should be aware of it.
Possible extension activity:
If the students are interested in the subject, the final assessment may lend itself to a community service activity. Students could create informational pamphlets on an issue or think of a different means of presenting this information to the community. They could visit the middle school or elementary school or create an informational board at the public library. I would like the students to think about what type of audience they would like to reach out to and how they would like to present the information.
Why this is an important topic
1. to recognize the hidden costs of growth
2. to realize what US consumption is fueling- b/c we buy Chinese goods
3. to show the importance of environmental regulations
4. to motivate some community action – spread the word
Anonymous19th Century Japanese Imperialism
Grade Level: 10th
Subject: World History
Lesson Prepared By: Jeanette Baybo
Cross Curriculum reading/writing collaboration By: English teachers Celia Bolton, East Bakersfield High School, and Kathleen Buse, Mira Monte High School
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.
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.
Objectives: Students will read and learn an aspect of Japanese imperialism while completing a cross curriculum lesson with the English department. The lesson will include how to write the stand alone paragraph, interpreting primary source visual art, and historical Japanese content.
Materials Needed:
• Multimedia software such as Photo Story 3, PowerPoint, or iMovie
• Overhead projector
• Overhead transparencies
• Multiple colored highlighters: green, pink, and yellow.
• LCD projector
Other Resources Needed:
Primary source Japanese wood cuts can be viewed at
http://ocw.mit.edu/ans7870/21f/21f.027/throwing_off_asia_02/index.html
Information (Give and/or demonstrate necessary information):
Reviewing for Previewing: Students will recall the key points of the previous unit or lesson: the Industrial Revolution or British Imperialism, depending upon teacher’s discretion so that students are enabled to make predictions about or connections to the topic they will be studying.
The teacher will lead students to brainstorm the previous unit or lesson by using a graphic organizer on an overhead projector. The students will write a stand alone paragraph in their notebooks based upon the information gathered during the brainstorming session. Also, students will view the images selected at the MIT Visualizing Cultures site.
Assessment: The students will write a stand alone paragraph from the brainstorming session that was previous curriculum taught on the Industrial Revolution and/or British Imperialism. At the end of this lesson students will again write a stand alone paragraph from a reading selection given to the students pertaining to Japanese Imperialism (student handout 1-B). These two paragraphs are to be written in their interactive notebook and will be compared for an increased understanding of how to write the stand alone paragraph. Plus, content on both paragraphs will be assessed for accuracy and content inclusion.
Interactive Notebook:
• Students will keep their work in their own notebook
• For further explanation of the interactive notebook you may contact Teachers Curriculum Institute (TCI)
• The notebook is graded holistically as a whole and some individual assignments are graded separate of their notebook grade. Thereby, students do not choose not to do an assignment as they are all important. Attached will be a notebook rubric.
Activity: Responding to Visual Images: As a hook, the teacher will show a short video clip of the bombing of Pearl Harbor and ask, "Why did the Japanese bomb Pearl Harbor?" After some discussion, the teacher will relate the importance of historical understanding of Japan and Southeast Asia in relation to the west to further understand why an event has occurred.
Students will view and respond to the images selected from the MIT Visualizing Cultures site in the selection found in Throwing off Asia II: Woodblock Prints of the Sino-Japanese War (1894-95). The student might quickly sketch the image, record impressions of it, or predict what they believe is happening. The students will be prompted to label at least three details in the image that they think might be part of this unit and will write this in their interactive notebook.
The teacher asks: 1. What topics do you think we will explore? 2. Based upon the detail in this image, what do you think the title of the unit might be? Students may discuss in pairs before writing their answer in their interactive notebooks.
The teacher leads a brief discussion. Afterward, the teacher explains that they will be studying the concept of Imperialism and particularly how it affected the Japanese and the Chinese people. Also, the teacher will instruct students that they will also be learning how to write a stand alone paragraph based upon their reading selections.
The teacher gives the students a reading selection created from the MIT site that includes the written story of the Japanese woodblock prints in relation to the Sino-Japanese War and Japanese imperialism.
Students are to read the student handout #1 reading selection Ch 1 Prints and Propaganda.
The teacher will use the teacher’s handout #1 reading selection to instruct students and demonstrate the color coding method of a stand alone paragraph that will include the (green) introduction/topic sentence, the (yellow) body sentences (“Big Idea” and “Tell Me More”), and the (green) concluding statement. This is done by utilizing the overhead projector.
The teacher gives the students another reading selection created from the MIT site. Students are to read student handout #2 reading selection Ch 4 Devil in the Details. Working in pairs students are to mark in the margins which sentence is an introduction and which are body sentences (Big Idea and Tell Me More). Next, the student will create the concluding sentence for this selection. The teacher will ask students to demonstrate their understanding and will have pairs come to the overhead and color code each sentence and write their concluding sentence.
The teacher will repeat this same exercise pertaining to the student reading selections in student handouts #3 and #4 to reinforce the writing element to be learned and the content to be learned as well.
In conclusion: The teacher will instruct students to create their own stand alone paragraph based upon the selected reading found in student handout #1-B.
Summary: Students will learn English core writing principals associated with the stand alone paragraph while learning Social Science core content. Students will learn how imperialism affected colonial people in Southeast Asia and will examine the world wide expansion that was fueled by the industrial nations in the 1700-1800s. The demand for natural resources and markets caused the Japanese to begin their own imperialism in Southeast Asia as a defensive measure against the western industrialized nations. Further, the continuation of racism associated with imperialism from the varied perspectives of the colonizers and the colonized will be explored.
Additional Notes: A map activity may also accompany this lesson along with their reading. Students are instructed to participate by pointing to the area noted in the reading.
Vocabulary lessons would also need to be included to further teach the content. These terms are those included in the reading and also from their text book pertaining to the imperialist unit (ie. Rudyard Kipling “The White Man’s Burden, racism, westernization among other terms noted in various text books regarding imperialism in Southeast Asia.)
This lesson is a 2 day scaffolded lesson to fit the needs of English language learners and/or those with low reading and English skills.
Please note: Due to the length of this lesson I will not include the handouts associated with this lesson created at this moment.
[Edit by="jbaybo on Aug 9, 1:33:53 PM"]The hook needed to be included in the Activity.[/Edit]
AnonymousI am attaching a more in-depth copy of the curriculum project, in case anyone would like to download.
clay dubeJenny, thanks for posting your project. I hope others will do so as well. Please do comment on each other's work.
Jenny mentioned using NPR, which is a great resource, especially when you can download the stories as mp3 files so you don't have to worry about the quality of your connection.
Here are some Chinese immigrant-related stories NPR has featured:
Wayne Wang (director of Joy Luck Club and many other films):
http://www.npr.org/templates/story/story.php?storyId=94756151
Amy Lee, a Boston teenager (this is the story that Jenny mentioned)
http://www.npr.org/templates/story/story.php?storyId=111388928
KQED in San Francisco used to produce a program (yes, Freeman Foundation funded) on Asian Pacific issues. Old Pacific Time shows are in the KQED archive and can also be downloaded for free from iTunes.
http://www.kqed.org/radio/programs/audio-archives.jsp?wsvc=1&pgmid=RD37
I like radio programs which can stimulate the imagination of students and it gets them to focus on the writing of stories.