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    ED 450 044 SO 032 550

    AUTHOR Larkin, Julie; Dowling, SeamusTITLE China Unit and Resource Packet. The China Project of the

    American Forum for Global Education.INSTITUTION American Forum for Global Education, New York, NY.PUB DATE 2000-00-00NOTE 73p.AVAILABLE FROM The American Forum for Global Education, 120 Wall Street,

    Suite 2600, New York, NY 10005; Fax: 212-624-1412; Web site:

    PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Area Studies; *Asian Studies; *Beliefs; *Chinese Culture;

    Foreign Countries; Global Approach; Middle Schools; *NonWestern Civilization; Social Studies; *World Views

    IDENTIFIERS *China; Chinese Civilization; *Chinese History; NationalSocial Studies Standards

    ABSTRACTThis unit of study focuses on belief systems from China. It

    is crucial that students understand there are different ways of viewing theworld, all of which may be valid. The 20 lessons in the unit stem from thepresumptions that place students in the role of "historian" for the durationof these China studies. The unit is divided into the following sections: "ANote to the Teacher"; "Standards Addressed in This Unit"; "Resources";"Literacy Connections"; "Historian Tips"; "Essential Questions for Inquiry";"Document Based Questions"; "Lesson Plans"; and "Resource Packet." The unitcontains the following lessons: "Historian Tip 1: What Is a Historian?";"Historian Tip 2: What We Already Know about China"; "Historian Tip 3: WhereIs China?"; "Historian Tip 4: Maps of China"; "Historian Tip 5: The DailyLives of the Ancient Chinese"; "Historian Tip 6: The Chinese Zodiac";"Historian Tip 7: Oracle Bones"; "Historian Tip 8: The Chinese WritingSystem"; "Historian Tip 9: Chinese Paper Making"; "Historian Tip 10:Confucian Sayings"; "Historian Tip 11: Chinese Folktales and Confucius";"Historian Tip 12: Confucian Relationships"; "Historian Tip 13: The Life ofBuddha"; "Historian Tip 14: The Four Noble Truths and the Eight Fold Path";"Historian Tip 15: Karma"; "Historian Tip 16: The Silk Route"; "Historian Tip17: Daoism"; "Historian Tip 18: Legalism"; "Historian Tip 19: School Rules in1315 and Today"; and "Historian Tip 20: Gender Stereotypes, China in the1300s and the U.S. Today." (BT)

    Reproductions supplied by EDRS are the best that can be madefrom the original document.

  • 1

    China Unitand

    Resource Packet

    by Julie Larkin and Seamus Dowling

    The China Projectof

    The American Forum for Global Education


    The American Forum for Global Education120 Wall Street, Suite 2600

    New York, NY 10005Fax: (212) 624-1412







    U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

    EDUCATIONAL RESOURCES INFORMATION/ CENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating it.

    0 Minor changes have been made toimprove reproduction quality.

    Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

  • Table of ContentsA Note to the Teacher

    Standards Addressed in this Unit


    Literacy Connections

    Historian Tips

    Essential Questions for Inquiry

    Document Based Questions

    Lesson Plans

    Historian Tip 1 What is a Historian?

    Historian Tip 2 What we already know about China

    Historian Tip 3 Where is China?

    Historian Tip 4 Maps of China

    Historian Tip 5 The Daily Lives of the Ancient Chinese

    Historian Tip 6 The Chinese Zodiac

    Historian Tip 7 Oracle Bones

    Historian Tip 8 The Chinese Writing System

    Historian Tip 9 Chinese Paper Making

    Historian Tip 10 Confucian Sayings

    Historian Tip 11 Chinese Folktales and Confucius

    Historian Tip 12 Confucian Relationships

    Historian Tip 13 The Life of Buddha

    Historian Tip 14 The Four Noble Truths and the Eight Fold Path

  • Historian Tip 15 Karma

    Historian Tip 16 The Silk Route

    Historian Tip 17 Daoism

    Historian Tip 18 Legalism

    Historian Tip 19 School Rules in 1315 and Today

    Historian Tip 20 Gender Stereotypes, China in the 1300s and the U.S. Today

    Resource Packet

    Analects of ConfuciusAncestor Worship and Divination (Shang and Zhou Dynasties)Book on SongsConfucian RolesStops Along the Silk RouteSchool Rules 2000Map Graphic Organizer - Learning from MapsDynasty ChartGender Roles Graphic Organizer - Gender Roles: China in the 1300s

  • A Note to the Teacher

    Welcome to China! In a country which contains aboutone-fifth of the world's population, it is no surprise thatthere is an enormous variety of topics which could becovered within this unit. Given realistic time limits, however,we have had to select just a few topics out of that crowdedpool to concentrate on. We have focused these lessons onbelief systems, because we feel it is crucial that ourstudents understand there are many different ways ofviewing the world, all of which are equally valid. We choseto spend some time looking at these beliefs, rather thanrushing over them in favor of additional material. Perhapsyou would have chosen different topics, or covered thesame topics in a different way. This, of course, is still youroption. Out of an endless number of lessons which could becreated on China, We have developed twenty.

    These twenty lessons stem from the presumptionsthat we place our students in the role of "Historian" for theduration of our studies on China. To paraphrase a saying weonce heard, "Education is what is left when you haveforgotten all of the facts." Our students need to developskills which will allow them to access a whole world ofinformation beyond the "content" that we are able toteach. Each day, we have focused on a different skill thatthe students, as budding historians, should learn. We havecalled these skills "Historian Tips."

    To briefly outline the format of the lesson plan:"Today's investigation" is the topic which will explored on agiven day. The "Outcome of the investigation" is a list of


  • objectives for the lesson. "Vocabulary" consists of wordsstudents should learn the meaning of, to maximizeunderstanding of the topic. We usually focus ontransmitting meaning through context, rather than givingdefinition sheets. "Materials" are items you should havehandy for the lesson. Most of the materials are available inthe accompanying Resource Packet. Read-alouds will needto be borrowed from the library or purchased. We wereable to check-out all the read-alouds on my first trip to alibrary, and we hope you are equally as lucky! The "Read-alouds" add to a literacy-rich environment in the classroom.We prefer to have the students pull their chairs around usas we share the book together.

    "Mini-lessons" are the brief content or skill lessons yourstudents will need before conducting their investigations.We have written the mini-lessons as we might actually saythem. Of course, you may add supplemental materials orreadings if you feel they are necessary. Overall, the mini-lessons should be kept to under 8 minutes of your classtime. Students may jot notes, or you may prefer to hand-out sheets containing the main ideas of the mini-lessons.Again, the idea is that our students need practice beinghistorians more than they need tons of facts! This practicecomes into play during the "Activities," for which themajority of class time should be allotted. The "Group-share"is a time for the class to briefly reflect on the investigation.This should take just a few minutes at the end of class.

    In the "Connecting past to present" sections, we try tohighlight links between the lives of the ancient Chinese andstudents today. We believe this is a crucial part of each


  • lesson. Students may view ancient Chinese usage of Oraclebones as "weird" or "strange," until they realize theirneighbor gets his or her palm read for the same reasons.This section helps make the unfamiliar just a little morefamiliar, and enables students to make personal connectionsto the material.

    We have chosen to make an "ABC Book of China" (oranother type of factual information book) to be thecumulative project. We have done this with the idea thatthe book could be shared with younger students, andtherefore serves an authentic purpose. We suggest thatyou collaborate with your literacy teacher in order toaccomplish this project. If this is not possible, the bulk ofwork on this project will need to be done in a few daystacked onto the end of the unit, or completed on yourstudents' own time.

    We truly hope you find the following unit helpful. Enjoyyour journey through China!



    Julia Larkin and Seamus


  • Standards Addressed in this Unit

    Lesson 1: Standard 2, #2

    Lesson 2: Standard 2, #1

    Lesson 3: Standard 3, #1,2

    Lesson 4: Standard 3, #1,2

    Lesson 5: Standard 2, #1,4

    Lesson 6: Standard 2, #1,3

    Lesson 7: Standard 2, #1,3,4

    Lesson 8: Standard 2, #1

    Lesson 9: Standard 2, #3

    Lesson 10: Standard 2, #1,3

    Lesson 11: Standard 2, #1,3

    Lesson 12: Standard 2, #1,3

    Lesson 13: Standard 2, #1,2,3

    Lesson 14: Standard 2, #1,3

    Lesson 15: Standard 2, #1,3

    Lesson 16: Standard 4, #1

    Lesson 17: Standard 2, #1,3

    Lesson 18: Standard 2, #1,3

    Lesson 19: Standard 2, #1

    Lesson 20: Standard 2, #1

  • Resources



    D is for Doufu: an alphabet book of Chinese culture, by Maywan ShenKrachCount Your Way throu