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

634 Pages·1994·26.3 MB·English
by  ERIC
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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) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 0 7:4) 00 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) >1.Tha!,se document has been reproduced as mop from the person or organization r originating it O Minor changes have been made to improve reproduction quality o Points of view or opinions stated in this docu- ment do not necessarily represent official OERI position or policy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY tP TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." 0 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

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