ERIC ED383610: China: Tradition and Transformation Curriculum Projects. 1994 Fulbright-Hays Summer Seminars Abroad Program.

634 Pages·1994·26.3 MB·English

by  ERIC

DOCUMENT RESUME
SO 024 932
ED 383 610
China: Tradition and Transformation Curriculum
TITLE
Projects. 1994 Fulbright-Hays Summer Seminars Abroad
Program.
Center for International Education (ED), Washington,
INSTITUTION
DC.; National Committee on United States-China
Relations, New York, N.Y.
PUB DATE
94
776p.; For the 1993 curriculum projects, see ED 372
NOTE
016.
Teaching Guides (For
Classroom Use
PUB TYPE
Guides
Descriptive (141)
Teacher) (052) Reports
MF05/PC32 Plus Postage.
EDRS PRICE
Area Studies; *Asian Studies; *Chinese Culture;
DESCRIPTORS
Cultural Awareness; Culture; Curriculum; Elementary
Secondary Education; Foreign Countries; *Global
Education; *Non Western Civilization; Social Studies;
Teaching Guides
*China; Fulbright Hays Seminars Abroad Program
IDENTIFIERS
ABSTRACT
These lessons were developed by teacher participants
in the 1994 Fulbright-Hays Summer Seminars Abroad program in China.
(1) "Global Studies 1" (Robert H. Berry);
The 15 lessons include:
(2)
"Dao Beijing" (Thomas G. Buckingham, Jr.);
(3) "Letters to the Past:
An Integrated Curriculum on China, Hong Kong, and Macau" (Glenn D.
(4) "China: The Master Culture" (Pat:icia A. Flores);
Diedrich);
(5)
"Mapping the Five Themes of Geography throughout China" (Sharon H.
Goralewski);
(6) "China Projects and Activities" (Patricia Hardy);
(7) "China for Children: A Curriculum Project" (Nila R. Hurley);
(8)
"China: Yesterday, Today, and Tomorrow" (J. David Kilpatrick);
(9)
"Lesson Plan for Archeology Exercise" (Nancy LeMasurier);
(10)
"Teaching Chinese Mythology and Chinese Classical Poems" (Ann Lew);
(11) "The Three Teachings of China: An Introduction to Buddhism,
Taosim, and Confucianism" (Katherine A. Kunz);
(12) "Literacy in
in the Elementary School
China: Utilizing Primary Source Materia;
Library Media Center" (Marguerite Mackay); (13) "Moral Education in
China" (Susan Rudin);
(14) "China: Then and There-- -Here and Now"
(George F. Sabato); and (15) "The Chinese Woman: Past and Present"
(Jean Wollam).
(EH)
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7:4)
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1994 FULBRIGHT HAYS SEMINAR ABROAD PROGRAM
China: Tradition and Transformation
Curriculum Projects
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
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Compiled by the National Committee on U.S.-China Relations on behalf of the United States
Department of Education in fulfillment of Fulbright Hays requirements.
AVAILABLE
BEST COPY
2
Table of Contents
Robert H. Berry
Global Studies 1
Thomas G. Buckingham, Jr
Dao Beijing
Letters to the Past: An Integrated
Glenn D. Diedrich
Curriculum on China, Hong Kong
and Macau
China: The Master Culture
Patricia A. Flores
Sharon H. Goralewski
Mapping the Five Themes of Geography
throughout China
Patricia Hardy
China Projects and Activities
Nila R. Hurley
China for Children: A Curriculum Project
J. David Kilpatrick
China: Yesterday, Today, and Tomorrow
Nancy LeMasurier
Lesson Plan for Archeology Exercise
Teaching Chinese Mythology and Chinese
Ann Lew
Classical Poems
Katherine A. Kunz
The Three Teachings of China:
An Introduction to Buddhism, Taoism,
and Confucianism
Marguerite Mackay
Literacy in China: Utilizing Primary
Source Material in the Elementary School
Library Media Center
Susan Rudin
Moral Education in China
China: Then and There -- Here and Now
George F. Sabato
The Chinese Woman: Past and Present
Jean Wollam
199, Fulbright Summer Seminar to China participant Stanley Holmes has sent his curriculum
project to the other participants under separate cover.
3
LESSON PLANS
GLOBAL STUDIES 1
SUMMER SEMINAR
1994 FULBRIGHT
CHINA IN TRANSITION
0-ROBERT H. BERRY-%
WEBSTER CENTRAL SCHOOL DISTRICT
JUNIOR HIGH SCHOOL
Webster, New York
4
F =ailTE4,17A
CO
LERSCON PLANS!
1- 3
10Population Pyramids
--.Population Trends.
4
5 - 6
--eTemperature & Precipitation
...0Changing Patterns of Land Use.
7
8
....e)Births Per Women
'China: Physical-Political Map
9 -10
DIAGRAM
t
0240:ne Imperial Confucian Pattern
11
12
esszt> Elements of Culture.
--L
0. Elements of Culture: Definitions.
13
Identifying Elements of Culture.
14
15 -16
40Eleinents of Culture in China/With Blank
Human Cultural Development
17
CROSSWORD PUZZLES.
18 - 24
.2.4, Geographic Crossword Puzzle.
25 - 26
2)Geography of China L
27 - 28
Geography of China 11
-4.China Crossword Puzzle 11
29 - 33
34
China Geography
5
KOPLILAT1ON1 PYRIAVIIVOR
E2,14:12
This lesson is designed to provide students with the background to
understand the importance of age structure on population growth within a
It is important that the student understand the different shaped
culture.
pyramids which they will be creating and the impact that pyramids have
on growth patters.
0 ro
1. The student will create a population pyramid for China, U.S.
Singapore and Kenya.
2. The student will interpret and compare population pyramids of
selected countries.
The student will map identified countries.
3.
PrF(.6)(aC,D,
Display a population Pyramid on the overhead
1.
(a) Choose three from different continents.
(1) Explain that a popilation pyramid shows the age
Examine the
and sex structure of a population.
horizontal bars, which show the percentages
( or numbers) of males and females in each group.
2. Have students interpret the chart. Which age group has the
smallest population, the largest proportion of people? Which bar
indicates the students in this classroom? Your parents, your
teacher(60). Are there more people in your age group or in
age group above yours/below yours.
3. Remember that a pyramid shows the history of a country's
In the U.S. from 1945-1965, people had
population growth. (ie.)
larger families. These people are now between the age of 25-44
and are called "baby boomers". Identify this group on the
Pyramid.
4. Show the pyramids of the other two countries you have chosen.
(See World Bank Atlas, Population Reference Bureau
Publications.)
2.
Have the student describe the countries (2) population
(a).
structure.
(b) How is this county's pyramid different from that of the U.S.
(c) Which age group in both countries are the largest?
(d) What proportion of the population is in this age group?
How is it different? How does it
(e) Look at country #3
.
compare with country #2.
proportion
5. Why would the leaders of a country want to know the
of the population in different age groups?
(a) What difference does the age of the people within a
country make to the leaders of that country?
Is it important for the leaders or planners of a country to
(b)
know the age of the population they are serving? Why?
6. Students will create a population pyramid for the countries
previously mentioned. They will only use 4 age categories.
piramid outline.
7. Pass out copies of a blank population
Remember Males on the left side and females on the right
side. They are measured as a percentage of the population.
For the U.S. 14% of females are age 0-19 Draw a line from the
bottom of the box at 14% up to the next line (Do this along
Repeat this process
with the students on the overhead).
for the Males. Continue the process for the other age groups.
8. Hand out copies of the pyramid data table plus another copy of
the blank pyramid sheet.
(a) At this point the class can be organized into groups.
I use four students to a group, one group for each
country. China, U.S. Singapore, Kenya. The number of
students in a group depends on the size of the class.
9. When the pyramids are competed each group will makes copies
of their pyramid and share the information with the other three
groups.
7
Discuss the similarities and differences in the shapes of
(a)
the pyramids and what it means.
Have each group record their findings on the overhead.
(b)
trends. How many people
This lesson will introduce the student to population
the impact population will have
inhabit the earth is an important factor in determining
its
Students need to be made aware of the population trends and
on the environment.
future health, education,
impact on the places where they will be living. Their
By introducing this graphing
infrastructure and government- will all be impacted.
of the population and its
exercise students can begin the process of being aware
ramifications to our future.
'yes.
e
O
include electronic media
1. The student will use library resources which can
materials.
2. Students will collect and record population data on
a. The world
b. China
c. India
d. U.S.
e. Kenya
population from 1750-2050.
2. Students will construct a graph showing world
selected countries fall for the
3. Students will pinpoint on the graph where the
present year.
1. Students will divide into five groups.
Groups will be assigned a designated country.
2.
reference materials
3. The groups will use standard reference or electronic
from 1750-2050.
to find the populations for the designated countries
designated master
4. Groups will share their information with a student
graph maker.
their graph and also share
5. Each group will plot the gathered information to
the information with the master graph maker.
graph from the data provided by
6. The master graph maker will plot the master
the
each of the groups. The master graph is to be plotted on a matrix on
overhead, or a computer.
series of
7. When the master graph is completed each group will write a
country and
conclusions as to the impact of population on the designated
newsprint board.
the world community. Conclusions will be recorded to the
students
The question should always be asked as to the impact on the
in 3 years, 10 years, 20 years.
tj
Pro (q-a)co)ce,,c;
This lesson is designed to provide students the opportunity to explore the
environment of China (or any area) through the process of constructing graphs and
interpreting pictures and maps in order to describe the impact environment has on a
country and its people. Using these graphs, pictures, and maps students will draw
conclusions about the country and its future problems. The student will be introduced
the the process of identifying trends.
Obi °c Ives.
1. Students will research temperature and precipitation data in the library.
2. Students will record temperature and precipitation data on five locations
in China.
3. Students will work in teams being responsible for 1 location in China.
4. Students will use data to construct a climate graph.
5. Students will interpret and speculate on the information depicted on the
graph.
6. Students will access the potential impact on the people and the environment
of China.
7. Students will research pictorial material for each of the five identified areas of
China in the library using standard reference material or the electronic
reference material. Personal photographs are always useful.
Prricacwolrimr?A.2
1. Students will divide into five data collecting/recording groups.
2. Each group will collect temperature/precipitation data on one location
from January to December in China for the same year.
3. Recorded data will be in both 0/c-mm and Off-mm.
4. Cities are:
a. Beijing
b. Singapore
c. X'ian
d. Guilin ( or 1 western city)
e. Hong Kong
5. Each group will identify the Latitude/Longitude and elevation of the city.
6. Each group will have a spokesperson who will be responsible for
representing their group, disseminating and retrieving
data on the other
cities.
7. Using this shared data each group will construct a climate graph, their
information is to be plotted on a master graph and a master map.
8. Students may construct the map and graph manually or they may use the
0