requirements

[Anonymous]

I plan to create lesson plans for my 6th Grade Ancient Civilization class, during our Ancient China Unit, on Cunfucianism and its impact then and now. I will be asking my Tour Group participants for photos that they took in China depicting filial piety, loyalty, reciprocity, ritual manners, and photos they took in Taiwan at the Confuicious Temple. I will use my own photos as well. I plan to use some of the info from notes I took on a Webinar of Richard Smith discussing Compartive Confucianism at Columbia University (though I believe he is at Rice University.) He wrote a book called I CHING: A biography Richard Smith. My lessons will include students drawing from their own lives and giving some examples of filial piety and fraternal submission..which should be fun for them. Then I will divide the class into small groups that will focus on specific topics. For example, one group will do a presentation of the life of Kung fuzi, One group will present on 5 or 6 confucious sayings and how they relate to life today, One group will research and present on the impact of confucious thought in Ancient China and one group may research how Confucious thought still impacts life to today in China. This is just a rough sketch of my lesson ideas.

[Anonymous]

What I love best about teaching history are the stories which accompany it. For this reason, I would like to do a lesson on Chinese folk tales. We heard a few on the bus from Clay and our guides, and there are quite a few sites which have even more. So, I will be asking my students to get into groups, each group read its own folk tale, then prepare a skit to act it out. The will also be receiving instruction in making a double happiness paper cut and how to count to ten in Mandarin, two things I'll ask them to incorporate into their skits. I am hoping this will help them learn more about Chinese art, customs, and culture. It also incorporates collaboration and cross-curricular emphasis, two things very important to history.
edited by rfontana on 8/11/2012

[Anonymous]

I plan on making a unit for my Geography class that will focus on the physical and cultural geography of East Asia with an emphasis on China. My Geography class is used as a support for the 10th grade World History class, so I do need to look at modern history. I also intend on using information gleened form the lectures at the seminar, on the bus in China, from our tour guides and the textbook. I have created some PowerPoints and will also incorporate articles from Upfront magazine, Brown University, and Geography, Alive! textbook. Looking forward to seeing you all again in September and I hope everyone has a smooth opening of the new school year!!

[Anonymous]

YouTube has some pretty good videos on paper cutting and counting in Mandarin. There is a video on making the double happiness character which shows how to outline the cuts in pencil, which may help younger students. I'll work on trying to figure out how to attach it.

[Anonymous]

Here is the link for a general papercut tutorial.

[Anonymous]

And here is the link for the double happiness papercut!

[clay dube]

I think that the ideas shared thus far are great ones. Robin's notion of focusing on folk tales is good, but think about how you link in the places we visited and the things we saw (about the Wall, about the palaces, and more). Sally's attention to geography is much needed, both in terms of just location (and place names) and land forms and features, but especially about resources. I love Mary's idea of paying attention to signs of the Yijing (I Ching -- and by the way Rich Smith is a good friend and a fantastic scholar) and to the persistence of ideas associated with Confucian and pre-Confucian Chinese culture. Wherever possible, I hope you'll incorporate both the mainland and Taiwan.

[Anonymous]

For some reason I have it in my head that a draft of the lesson plan is due this Wednesday, August 22nd. Is this date postponed? I liked how we reviewed each others lesson plans from the summer seminar. Will we be able to get feedback on our drafts? I could really use an expert on 6th/7th grade Chinese History to double check a few things and offer suggestions. I decided to attempt to write a play... What was I thinking???? However, I put a lot of time into it already this summer, so there's no backing down now!!!

[Anonymous]

My lessons will be twofold. I am developing a lesson incorporating all i can muster on the cultural revolution, via photographs and obviously sharing the wealth of information i learned in general, and specifically at the cultural revolution museum (with guide emily) with our world history teachers. that will be implemented later in the school year. i have met with world history teachers and will plan specifics later.
more immediate, i am presenting at the CASC (california association of school counselors) annual conference in october. The topic is "road map for exchange programs". My recent experience with the chinese and taiwan students and their educational systems, the overwhelming interest in exchange programs and lots of email contacts, coupled with my experience coordinating japanese exchange programs, will be the theme for my presentation. specifics to follow. i hope to help schools in california develop asian exchange programs because i have helped them learn that they can coordinate and facilitate a successful program without feeling overwhelmed. the vocational high school is high on my list. as well as my home visit connection with a university professor who handles exchange programs.

[Anonymous]

Catherine and anyone else,
I posted my lesson plan on the forum and I am still looking for comments. Thanks so much!!!!

[Anonymous]

My lesson plan will be about 'Exchange Student', and this will be the sequel to what I made last time, 'Thematic Unit: Confucian Influences on Japanese Mindset.'
This time students will know the Buddhism Influences in not only in Japan, but among all the East Asian countries.
I like to cover lightly Shintoism but maybe it is too much...

First unit is to prepare for our students to go to Japan for a 6 week home stay in the next summer:covering Japanese Housing and Food Culture, including various etiquette, Gift-giving culture, trash collecting method, things to do and not to do, bento making projects etc

In the second unit, class will have a time trip to 6th Century in Japan. Study about Exchange students from Japan to China. They brought many things from China including kanji, tea, Buddhism, etc. In this unit, we will put a focus on Buddhism (to compare with other world religions, history, Life of Buddha, how this influence Japanese mind through folktales and literature, which I did last year with other Chinese Philosophies)
"China sent a man (with 3000 males and females) to find something in Japan during their Qin Dynasty. What were they looking for in Japan?" to review Chinese history (including Taiwan) as well.

Unit 3 will be to communicate Chinese students in Japanese to trace any Buddhism influences through conversation. Naturally they will discuss and compare with Japanese etiquette and events and family routines to Chinese students. (I found a Japanese high school program at Taipei in addition to a possible university willing to have their students communicate with mine in Japanese with using technology, but not be able to find any school (universities and high school) in China. It would be ideal to talk to both countries and find out the differences of these two CHINA.) This unit will end with students analysis and evaluation of these 2 China.

Clay,

1) Is there anyway to contact James and the travel agent in Xian? I tried with Jean, her school she studied Japanese didn't have computer and internet technology. Is there any? or Is it possible?

2) Somehow I can't get into my school email account, and this won't be solved until next week. If you sent anything to me, please use my other gmail for now on?
[email protected]

[clay dube]

Harue,
I love the idea of forging links between classes and students. I don't have James's email address handy, but will check. I think the contacts in Chongqing are promising as well.

BTW - I just learned recently that David Jones, one of the teachers who spoke at our orientation, went on a trip to Japan this summer. Harue was one of the teachers who participated in his orientation! My, it turns out to be a small world.

[clay dube]

Hi Sally,
I'm glad you've already been soliciting responses to your lesson plan. Hopefully you'll get some that will be useful as you come up with the final version you'll turn in and then present at the follow-up weekend in October.

[Anonymous]

Should I present this on Prezi/PowerPoint type of visual presentation?

[Anonymous]

I have two ideas for my multi level lesson plan presentation on October 6th.

Both lessons are for my International leadership class.

a. The students will learn how to observe the Chinese culture through the eyes and methodology of a Sociologist. I will present my observational studies of our trip to the students, high light where my observations were accurate and where they were flawed. After examples and detailed discussion are presented the students will practice their field work methodologies, then when ready, we will take field trips to several Chinese cultural events, ie Dragon Boat Races, Zion Market and The Chinese house in Balboa Park. The students will continue their research back in the classroom then present their findings to the class.

b. As the next generation of leaders my students will need to learn the art of diplomacy. After our trip I can not think of a better example of diplomacy than the cross strait relations between Taiwan-China. The lesson is a macro view of the ability of the diplomats to "face reality, pioneer a new future, shelve disputes and pursue win-win solutions, as stated by the Ma administration.

I really want to do both lessons but I might have to go to item b for the presentation.
edited by jdarrough on 9/30/2012

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