Team Escondido: Final project Ideas - Assignments

[Anonymous]

Ideas for the final presentations:
c. Chinese culture: why "Guan Xi 關系“ （ Relevant Relationship ) is important. How to create/build it.

[Anonymous]

This is great, Joe! I will respond to this more fully, but I believe as a group it will be useful for us all to be able to have conference calls via Mikogo. Dan and I have it, and today we got Joe and Marlyn signed on. Wayne, can you confirm that you've downloaded this; if not, let me know if I can help. To sign up, go to http://www.mikogo.com.

Aside from providing my current favorite language website http://www.iivemocha.com, I suggest that the students have the opportunity to speak to a native speaker, either through SKYPE, Mikogo, or Chinese nationals willing to come to the school to speak the language and have the kids practice with them; the idea behind this is the importance of having an opportunity to use the language they are learning.

I will provide my books on doing business in China under separate cover. These provide protocol, etiquette, and phrases important when visiting China.

Finally, I suggest that we look at Point of View when we consider design. For example, in a given design project, we can ask students to look at a project during the design phase from several points of view; once they have presented these points of view (Confucianism, Daoism, etc) we can ask them to develop their own point of view and values system - and understand how this relates to the design process. One of my favorite books on this is John Berger's Ways of Seeing. There is a documentary series on this available (see http://en.wikipedia.org/wiki/Ways_of_Seeing). I have used this reference often in classes and it's been very useful for students in the past with pretty regular success. Hope this is helpful!
edited by agreenberg on 8/4/2011

[Anonymous]

I think that we can further prepare the students by bring in Chinese business persons currently located in the united states to expose them locally before the embark on this huge trip to a very culturally foreign country. I have Chinese friends that I can ask to participate. We can also take a field trip to the Global IT Academy project that I was involved in implementing at the Brea Unified School District High School. It is a collaborative program between Brea Unified, http://www.globalitacademy.us/ and the University of California Irvine's Computer Science Department's Informatics program. The program initially was designed to work with students at SIAS University in China. We could also take them to the Chinese Cultural Center in Irvine to interact with the Chinese students and families that use the facilities http://www.sccca.us/ I just believe that the more that we do to prepare the students for what they will encounter in China, the better chance we will have when they are in China.

[Anonymous]

I would suggest that for the class we focus on the chinese characters that are pictographs - the students can learn the art form behind each of these characters and apply this knowledge to their design projects.

[Anonymous]

great I agree

[Anonymous]

Yes, I just down loaded the apps from Mikogo site, Thanks for the suggestion, Arana.

Vivian, Thanks for your suggestions on the four treasures of the study Chinese Calligraphy: Ink brush, Ink, Paper and Ink stone.

Through my many times of Global learning collaboration with both side of learners ( US and China ), I think in the beginning of learning the culture/language, by using the Webconferencing tool through the real time communication activity, is a great starting point. For your future reference, I will make myself available for the collaboration on 1. US-China Learners Web-conferencing, 2. Intro to Chinese Calligraphy in the classroom.

[Anonymous]

I am interested in preparing a lesson that dispels the notion that China is a country that lacks creativity. Using history as a backdrop, this lesson will focus on innovation in science and technology throughout history in China - and how understanding this history can positively impact doing business in China today. While it's true that K12 education in China focuses on rote memory and lacks a sensitivity to the skills needed in the 21st Century, things are changing rapidly. Let me know what you think, and I will continue to research resources around this subject.

[Anonymous]

Arana, its my thought that your subject of creativity in China can be 2 to 3 day, two hours a day lesson. The lecture on the history, then a comparison to the European dn American creativity history, then tie in recent history, then a or a series of tasks and a project to complete. Maybe allow the students to pick an area of creative expression. Great idea, lets talk about it tomorrow.

[Anonymous]

Thanks, Joe! Have a great evening, and much look forward to discussing tomorrow....see you then! All Best, Arana

[Anonymous]

Wayne and Dan, I have your packets for tomorrows readings.

Joe

[Anonymous]

The lesson plan format is really easy, summery, or overview, objectives, time required, materials, procedures.

My over all classroom/topic proceedures are, Lecture, Demostration, content activity, student creative component, review period, either, peer review, classroom critique, classroom disscussion or teacher student one on one review
Joe

Overview:
Students will explore elements of trade along the Silk Roads by examining the products of various locations along the route--production, influences of resources and environment, challenges of transportation, and economic exchange. Through their investigations, students will gain an understanding of what was traded along the Silk Roads and the unique challenges that this route presented to the merchants that sought to profit from these exchanges.

Moving trade goods along the ancient Silk Roads was made difficult by the fierce climatic and geographical conditions of desert and mountain regions along vast distances. With transportation limited to pack animals, a traveler in a camel caravan going from Kashgar to Chang'an could expect to take six months to arrive at his destination. Thieves were additional concerns as caravans traveled poorly marked routes. Because of the difficulty of traveling long distances and crossing territories, merchants generally traveled and traded within the confines of a single politically controlled area. Goods were by necessity highly portable, and tended to be luxury items whose value grew as they moved farther from their source. Some merchants operated from stationery locations in the oasis cities. There, they would trade local foodstuffs and fresh caravan animals with the traveling merchants. Despite the difficulties that faced the merchants on the Silk Roads, exchanges continued in segmented stops carrying the influence of products and culture between east and west.

Objectives:

• Students will identify a diversity of locations and their trade products along the Silk Roads
• Students will examine specific elements of trade including issues of production, transportation, influence of resources and environment, supply and demand, and value
• Students will appreciate the physical and economic hardships of merchants of the Silk Roads
• Students will gain and understanding of trade dynamic of the Silk Roads

Time required:
Two class periods

Materials:
• Student Organizer (one per student)
• Pencils
• Google Map / Google Earth or similar (projected) to pinpoint major cities along the Silk Roads
• 11 x 14 inch paper for collage
• Glue
• Scissors
• Art supplies for creating illustrations and graphics for collage
• Reference books/computers for research and generating visuals

Assessment:
Students will complete Student Organizer and collage, and will participate in classroom discussion

Procedure:
1. With Google Earth, Google maps (or similar mapping program) projected for the class to see, review the various routes and tremendous extent of the Silk Roads with students. Ask students to help map the following cities: Chang' An (modern-day Xi'an), Turfan (or Turpan), Kashgar, the Ferghana Valley, Baghdad, Damascus, Rome, and Delhi. (If you have time, see if the mapping program can tell you how long it takes to get from point to point by walking, driving, or taking public transportation.) Look at some of the photos that users around the world might have tagged in the mapping program. Ask the students to describe the diversity of geography along the routes. Explain to students that in this lesson they will focus on how the various locations influenced the development and exchange of trade products.

2. Break students into groups of three to four students and introduce the activity by handing out the Student Organizers. Assign groups a location along the Silk Roads. Then instruct each group to choose a think of a product for completion of the Organizer. Students should be encouraged to explore modern-day cities and trade goods. Suggestions for locations and products are listed below:

Chang'an (modern-day Xi'an) - silk, chrysanthemums, rhubarb, paper, lacquer, gunpowder, mirrors, bamboo

Turfan (Turpan) - grapes, raisins, wine, cotton, dye for porcelain, alum, Glauber's salt

Kashgar - pack animals, tea, dried fruit, medicinal herbs

Ferghana - horses, rugs, nuts, dried fruit, copper

Baghdad - dates, nuts, dyes, lapis lazuli

Damascus- almonds, purple dye, dried fruit, swords, glass cloth goods

Rome - gold coins, glass and glazes, grapevines, alfalfa

Delhi - cotton, herbal medicine, precious stones, jade

3. Review the Student Organizer, instructing groups to use resource materials to complete their sheet for presentation to the class. As students research materials to complete their organizer, they should also collect or create materials to construct a collage of images for their location and product. Consider using words, maps, graphs, illustrations, reproductions of artwork, or postcards. Pictures may be from computer images, cut from magazines or created by the students themselves.

4. When groups have completed their Organizers and collages, have groups present results to the class. Ask students to begin each presentation by identifying where their location is on the overhead map, describing the geographical features of the region, and identifying the product they chose to highlight. Details about their location and product can be reported from the Student Organizer.

5. To conclude the lesson, have students consider the following questions as a class:

• What questions or problems came up in your research efforts?
• How would a trader on the Silk Roads find answers to these questions?
• Why did traders take on such difficult, and dangerous, expeditions?
• What were the rewards?
• How far along the Silk Roads would you expect the various products to travel? Why does this differ from product to product?
• How far along the Silk Roads would you expect a merchant to travel?
• How would the value of an object change with distance from the source?
• How does the region you live in help determine the way you do business?

6. Display Organizers and collages in the classroom.

Extensions:

Decide on a product that could be marketed along the Silk Roads today. The items might be based on traditional products of the Silk Roads (clothing from silk, fruit from oasis areas, animals) or they might be new products tied to modern day living (oil resources from Central Asia, tourist items symbolizing a particular region, a music CD of traditional music from one area). Think about where it is from, how the supply-side economics works (how to get it from production to market), the features of your product, how much it costs, how much you should charge for it, and who would be interested in purchasing this product. What are possible road blocks, and how can you circumvent them (language barriers, war and security issues in Afghanistan and Pakistan, etc.) If it seems like a viable business plan, create an ad to market your product.

[Anonymous]

Everyone

7:30 am in the lobby so you can put your stuff in my truck, Dan If you want to ride with me I would be happy to take you home.

joe

[Anonymous]

Everyone

Check out the Asia society web site its got great support

http://sites.asiasociety.org/

[Rob_Hugo@PortNW]

Team Escondido: Final project Ideas - Assignments

Ideas for final presentations

a. Chinese language as art form and function.
b. Chinese poetry:valid today as in the past. We all share the human experience.

International Leadership Module

The International Leadership Course is two 20 week, 10 credit course that will focus on the students ability to develop the skills to work as an international entrepreneur. This is an hands on course that will require the students to design and develop a marketing strategy to sell products developed in Escondido to the Chinese market. The students need to display an understanding of political, economic, and social forces and the skill to manage those forces within a project development framework. Their ability to identify priorities, obtain necessary resources, implement projects, and achieve results will be critical to the success of their project.
The first 20 weeks of this course will focus on introduction to cross cultural communication, language development, product development and international business practices with key concepts associated with leadership. The second half of the class will be involved in the preparation of the scheduled trip to China during the Spring Break. It is our plan that each student that receives a "B" or better will be able to travel with our group to: Shanghai, 3 days meet with local businesses and corporations. Chengdu, 5 days, meet with the Consulate general, Cultural Affairs Attache, spend Easter with the United States Embassy personal and volunteers form the United States Peace Corps and local invited business leaders and their families. Beijing, 2 days, Touring the forbidden city, and the great wall of china. This 10 day trip is to be financed by the local businesses that want to sell their products to china.

The foundation of this module is based on lessons developed by: Massachusetts Institute of Technology: Cross cultural leadership, and Global Entrepreneurship. Harvard Business School: How Entrepreneurs Craft. Art Center College of Design and Standford University: Design Based Learning Program.

Lesson format

a. Introduction to the lesson and lesson is presented as a lecture to the group, or video recorded, or computer tutorial. The information complexity is modest and lecture is to be kept under 5 to 15 minutes.
b. The information is now demostrated by the instructor, either in role play, task or function activity, or group activity.
c. Students are to apply content/information in a new and creative way, keeping in mind the prinary function.
d. Students are to review what was learned by the activity, either through, written paper, verbal communications with instructor or through a group critque process.
edited by jdarrough on 8/4/2011

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