Economic Changes Group

[Rob_Hugo@PortNW]

Here's our typed curriculum project information. I made some minor changes but it's basically the same as our poster from the orientation. The changes were not intended to change the meaning or the topic but rather were intended to incorporate Japan into some of the questions. I welcome any feedback after you've had a chance to process the information. Let me know if you would like to make any changes.

Ana

[Anonymous]

You did a great job, girlfriend! Thank you.
xoxox

[Anonymous]

Here's one of my curriculum ideas in a nut shell. Students will study multiple perspectives on China's economic changes. Then, they will evaluate the pros and cons of the effects on society using a pro/con chart. To gain the multiple perspectives, they will view the documentary China in the Red and record their findings in a chart that I created. In the past, I've had students take on the identity of a character from the documentary and am considering having them represent their character's view point in a discussion forum of some sort. Students will then read supplemental materials such as newspaper articles or commentaries. The culminating activity will be a written position paper based on the student's own view point (not that of their character).

I am still thinking this through and welcome feedback. If any of you have done something similar, I would love to hear about it. I encourage suggestions, criticism, or any other comments you may have. By the way, this is for a 9th grade geography elective course. There is a wide range of students from very low performing to honors level with a few ELL kids.

Ana[Edit by="amitchell on May 16, 10:05:40 PM"][/Edit]

[Anonymous]

I have some ideas on this issue also. Would you be interested in collaborating?

[Anonymous]

My curriculum is done with only a few minor finishing details left to complete. I would like to see what you come up with. Maybe we can swap.[Edit by="amitchell on May 17, 6:05:57 PM"][/Edit]

[Anonymous]

What is China in the Red? Can I borrow this from you during the summer? I think your idea sounds wonderful. My only suggestion is to somehow add relevance (in the opening, perhaps) to make it relevant to students here. In other words, why should students here care about how lives in China are changing? What is the larger question?

[clay dube]

Sharon -- China in the Red is an amazing documentary that aired in PBS's Frontline series. It has an excellent website and you can watch the full program via the web:

http://www.pbs.org/wgbh/pages/frontline/shows/red/

[Anonymous]

I am excited about my curriculum! I will be presenting it at a teacher workshop with the F.I.R.S.T. Institute in a couple of weeks so I should get some feedback from the teachers in attendance. Connie DeCapite from F.I.R.S.T. is looking it over and will also provide feedback.

[Anonymous]

How do we attach a website link into our posts?

[Anonymous]

You are way ahead of me dear. I am beginning to panic. I have some ideas, but they are all up in the air.

[Anonymous]

The curriculum is not due until September I believe. We only have to submit a summary of it before we leave. We may have experiences in China and Japan that inspire new ideas.

[Anonymous]

I have been thinking about something in the realm of: Will the real Chinese Communist please stand up? Doing assignments that give the students a good grounding in Democracy vs. Communism, first. Doing a power point on pictures I take in China and Japan, where evidences of Chinese capitalism are rampant, and comparing those with some of the US. Finding some readings on how you corrolate the ideals of communism with what is happening in China today.
Another thought is to do an art-centered set of lessons, with students researching various artifacts in China and Japan, utilizing a gallary walk, presenting a museum exhibit. Might be hard fitting this into the standards.
Another idea is to have the students do an analysis of environmental issues in the US vs. China and Japan, and the consequences.
Anythoughts from anyone?

[Anonymous]

Hi Darlene,

I like each of your ideas. Would they be for a world history class or other social science course?

First, I especially like the idea of "the real China" which, of course, recalls the old game show where several people claim to be a person and only one of them is the true person. That might be interesting to show the variuos faces of China: modern, booming, overpopulated, youthful, rural, western, industrialized, communist, impoverished, polluted, innovative, etc. Maybe have the kids determine which image truly represents the "real" China of today. (this could also be done with other Asian countries or for Asia as a whole).

Second, I always love art with history. Art IS history. I have my students create a painting when I study the effects of WWI on society in world history. Depending on what course you're using it in, you could compare the modern with the ancient....either China or Japan since both countries have transformed themselves in modern times and yet both countries have successfully blended their traditions with modernization. In Japan you see young girls in 4" platform shoes rushing past an elderly woman wearing a kimono. It's fascinating to see the two co-existing. Maybe a culminating activity could be to have to kids create a new artifact that represents the new China/Asia. (just a thought)

Last, the environmental topic is HOT right now. I have a great video resource on the three Gorges dam. It's a PBS video entitled "Great Wall Across the Yangtze". It's full of fantstic facts and is beautiful to watch. It's mesmerizing and blood chilling at the same time. If the critics are even slightly correct in their predictions, it could be the world's worst disaster. If China succeeds, it could be humankind's greatest accomplishment. You can find the video at PBS.ORG. It's such a paradox. Again, you could have the kids decide whether the dam is more positive or negative for China and its people. There's lots of other environmental issues, of course.

How about thoughts from others?

[Anonymous]

Darlene. Fabulous ideas. I like the environmental one. I think this issue will grow in importance over the next century so this lesson will be highly relevant for students. I heard on NPR this morning that Al Gore is in a movie alerting us to global warming that will be out in theaters. I know you can't use this in your lesson, but once the movie hits students will gain greater connectedness to your topic.

[Anonymous]

I am absolutely beginning to panic about this lesson plan. I still do not have senior grades done, and am up at 2 am worrying about this plan. I know in my heart, that the photos I will get will enable to do a wonderful lesson on the art aspect, and art is so neglected in World History. I also realize, that is I do the environmental aspect, a lot of what we see will not really fit in, and it would be more of lecturing/reading and writing which doesn't quite get the kids interest as much.

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