DOCSLIB.ORG

ED348323.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ED348323.Pdf ED 348 323 SO 022 655 TITLE Fulbright Hays Summer Seminars Abroad Program, 1986. Curriculum Projects. INSTITUTION National gommittee on United States-China Relations, New York,"40.Y. SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE 86 NOTE 119p.; For other years, see ED 340 644 and SO 022 654-659. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher) (052) -- Guides - Non-Classroom Use (055) Collected Works - General (020) EDRS PRICE NF01/PC05 Plus Postage. DESCRIPTORS Foreign Countrles; Foreigm Culture; High Schools; Ins.xuctional Materials; *International Education; *International Educational Exchange; Learning Activities; *Teacher Developed Materials; *Teacher Exchange Programs; *Teaching Nethods; Travel IDENTIFIERS *China ABSTRACT This document consists of a collection of four curriculum projects created by U.S. teachers aftervisiting China during 1986. The projects are: *Thinking in Time: HowNations Use and Misuse History" (M. Lappen); "China: Educating over1,000,000,000 People" (F. Marks and L. Schneider); "Old and New: China and the United States" (J. McLeod); and "HistoricalPreservation of Beijing, China" (J. O'Brien). (DB) *********************************************************************** Reproductions supplied by EDRS are the best tha'_ can bemade from the original document. **************************************************,:******************** 1986 RUM= BM SEIM SENINESMOW IHOMMT1 Curriculum Projects INIPARTMINIT Of NOUCATION Mot of Etfoommool Roomocf1 semtwesesentent EDUCATIONAL RESOURCESINFORMATION MITER iERICI documem hos Mienfoorockcod CgtaeZa*at 1611;:*cofved ham the oorsoo o engonehng tt made to froproto CI Maier changes have bean reprodtettoo quality oppolono giant WI tMdocia Panes Ce 111VI meet eo not ntreestentsrepresent ahem OERI poettion sr poky "PERMISSION TO REPRODUCETHIS MAT AL HAS BEEN GRANTEDBY TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC).- tn 14) caupiled by tbe National Camnittee onU.S.-aline Relations on behalf ofthe U.S. Dapartment of Educaticmin fulfillment of fUlbright Haysrecpirments. I0 3EST COPY MIAMI Table of CXntents Michael Lappen "Thinking in Tim: Hai Nations Use andMisuse History" Floyd Narks and Lenore Schneider "China:Educating over 1,000,000,000 People" Jim MAW "Old and the New:China and the United States" Jchn W. O'Brien "Historical Preservation of Beijing, China" Curriculum Project prepared for National Committee on United States-ChinaRelations Fulbright Seminar, Summer 1986 Thinking in Time: How Nations Use and Misuse History Prepared by: Michael Lappen Social Studies Teacher Patch American High School U.S. Forces European Command Stuttgart-Vaihingen West-Germany November, 1986 UNIT OBJECTIVES I. Title: Thinking in Time: How Nations Use and Misuse History Audience:High school level (9-12) socialstudies coursesin World History, World Geography, World Cultures, AmericanHistory (20th century), Government, and Asian History. The lesson isdesigned as an introduction into the study of history (for anyhistory class) or as an inquiry assignment for students studyingeither international relations or Asian history. III. Focus: The purpose of education is to enable students tolearn to think and draw meanings of the things withwhich they come in contact, whether in class, ontelevision, while reading on the street.For social studies teachers it is important tohelp students approach the study of history so that itis meaningful to them, since (Americans seem to have become moreinterested in seekingimmediate tangible rewards) history seems too irrelevent, tedious andboring. There are several ways to initiate interest in the studyof history but this is not my objective in this curriculum project(1 have included several articles regarding the necessity of historical study forpolicy makers in the bibliography). This curriculumproject endeavors to place the student as an active participant while learningthe value of historical interOetation. By investigating aspects of Chinesehinstory and culture, students learn howthe Chinese ownuse ofhistory (in mythology, art, historical interpretation, and contemporarycartoons) have shaped their culture.Students may also apply what they have learned of China and apply generalizations toother nations (including the United States).They will learn that history canbeusedand misused by leaders and governments in order toreaffirm their mandate to rule. IV. Scope and Sequence: The curriculumproject is divided into three case studies and closure activity. The teacher may chooseeither to use the entire package in its original form or to take piecesof it, since some of the activities may be toodemanding for slower learners. However, I have takenin account the variety of students learningstyles. For example, teachers may opt to direct a discussion, sothat all students may share theirvies, or have the students write the work on their own. Students who enjoy creative writing may prefer todevelop their own myth while students with artisticabilities may enjoy to draw a myth. Case Study #1 introduces the student to Chineseand Japanese mythology (see the knowledge and skillobjectives listed in the case study); Case Study #2 addresses the use of art as ahistorical tool; Case Study #3 presentsthreestories in which the studentmustuse theinquiry approach in order to develop his own thesis; andthe closure activity enables the student tointerpret current Chinese history in comic book form. The number of days can rangefrom 4-8 , depending on how much time the teacher wished towork on each case study. 1 V. Objectives: I have listed Knowledge and Skills objectives with each case study.Generally the students willlearn that history can be viewed from different perspectives, and that history can be used to shape a society's perspective of itself and of the world.. VI. Content: Information for studentsandteachers is provided in the bibliography, following the closure activity. VII. Activities: See the Case Studies for details. VIII. Materials:Materials for teachers have beenlisted with each case study. IX. Bibliography: Thebibliography is provided following the closure activitiy. 2 CASE STUDY NO. I USING MYTHOLOGY TO EXPLAIN WHY WE STUDYHISTORY Knowledge objectives: To know that an understanding of how asociety views its past may help us understand how thatsociety reacts to events as they occur today. To know that governments interpret mythology and history in order to reinforce their legitimacy, continuity with the past,and the moral strength of leadership. To know that the mythology of China and Japan illuminates these societies' concepts of heroism, benevolent leadership (by using their powers todo good and protect their populations) andintellect (numerous inventions that benefit society). To know that a historian functionsin many ways like a detective since he uses his knowledgeand skillof observation and deduction. of the creation, Skill objectives: Given a Chinese and Japanese account students will recognize the basiccharacteristics for goodleadership, whateventsandnatural disasters concernedboth societies (the Chinese concern for secure settlements without the constant threat of flooding, thedevelopment of agriculture, and the concern for the tribe aswell as the Japanese concern for thescontinuity of the Imperialfamily dynasty). Given the two accounts, students mayrecognize that the Japanese culture borrowed heavilyfrom early Chinese culture. Given a directed discussionfollowing the reading of the two articles,students will wantto respond to questions asked in class, take part inclass discussion and volunteer opinions when notspecifically asked. 3 7 Materials: Handout #1 "Japanese Mythology' from: H. PaulVarley,Japanese Culture, Honolulu. University of Hawaii Press, 1984, pp. 3-12. Handout #2 "The Chinese Mythology" from: Bai Shouyi, Editor, "Myth and Legend", An OutlineHistoryof China, Bejing: Foreign Language Press, pp. 52-57. and Alasdair Clayre, "Believing, Heart of the Dragon. Boston, Houghton Mifflin Company, 1984, pp.37. Walls Jan and Yvonne , editors,Classical Chines Myths,Hong Kong, Joint Publishing Co. 1984, pp. 1-20. 4 PROCEDURE Distribute Handout #1 and have the Students will respond that the story is students read the story bythemsel- not true, that Izanami and Izanagi are ves or you maychoose to select too unrealistic to be believable (If students to read aloud. Following you care to use the questions as ahand the reading, ask students: "Do you out and then go over the questionswith believe the story is true andthat the students. the world was created by twogods". voice In order to simulate discussionand It is hoped that the students will interest at the outset, challenge their disbelief and be vocal about it. students who don't agree that the Students will voice their knowledge of story was true. geography that Japan was not created that way and that mankind cannotbe related to a god. Ask "What do you have that causes you not to believethe story? "If you were a Japanese peasant, Students should recognize that if they courtier, king, warrior and youdid lacked certain/information that they not have the knowledge ofgeographymay actually believethe story. Answers and science we have today, istherewill vary to the second question,allow- any other way youmight disprove ing you to go on to an explanation. this story?" "Why would there be a needfor this story?" You may need a background knowledgeof Explain: " In 1945, General MacArthur, as part of his peace the history of Japan. You may want to plan after Japan loit
Load more

Recommended publications
  • How Was Kango (Sino-Japanese Words) Treated in the Early Days of Broadcasting
    How was Kango (Sino-Japanese Words) Treated in the Early Days of Broadcasting: − Exploring the Records of NHK Broadcasting Language Committee − Takehiro SHIODA (Summary) This report discusses how kango, or Sino-Japanese words, was used in broadcasting mainly during the period from the commencement of broadcasting in Japan to the start of the Pacific War, focusing on “issues on usage” and “issues on reading.” (1) Earlier days prior to the launch of the Broadcasting Language Committee Radio broadcast started in 1925, and the Broadcasting Language Committee was established nine years later. However, a movement advocating the use of easy-to-understanding words in broadcasting existed before the launch of the Committee. (2) 1934 to 1936 The Committee worked on the standardization of the use of homonyms (words identical in sound and words similar in sound) as much as possible. The Committee also tried to standardize the pronunciation of each kango which had multiple reading variants. (3) 1937 In the wake of the Marco Polo Bridge Incident in July 1937, a large number of personal and place names of China became mentioned in broadcasts. Among them there were some names which listeners could not easily associate with corresponding kanji (Chinese characters) only by phonetic information. Besides, as one kanji usually has multiple pronunciations in the Japanese language, Chinese personal and place names as well as Buddhist terms were often read in different ways. The Committee started organizing the pronunciations of such terms. (4) 1938 Priorities in dealing with kango idioms with different pronunciations had been rather “commonly- used-pronunciation-oriented,” but a sign of “dictionary-pronunciation-oriented” moves loomed around that time.
    [Show full text]
  • Beijing - Hotels
    Beijing - Hotels Dong Fang Special Price: From USD 43* 11 Wan Ming Xuanwu District, Beijing Dong Jiao Min Xiang Special Price: From USD 56* 23 A Dongjiaominxiang, Beijing Redwall Special Price: From USD 66* 13 Shatan North Street, Beijing Guangxi Plaza Special Price: From USD 70* 26 Hua Wei Li, Chaoyang Qu, Beijing Hwa (Apartment) Special Price: From USD 73* 130 Xidan North Street, Xicheng District Beijing North Garden Special Price: From USD 83* 218-1 Wangfujing Street, Beijing Wangfujing Grand (Deluxe) Special Price: From USD 99* 57 Wangfujing Avenue, International Special Price: From USD 107* 9 Jian Guomennei Ave Dong Cheng, Beijing Prime Special Price: From USD 115* 2 Wangfujing Avenue, Beijing *Book online at www.octopustravel.com.sg/scb or call OctopusTravel at the local number stated in the website. Please quote “Standard Chartered Promotion.” Offer is valid from 1 Nov 2008 to 31 Jan 2009. Offer applies to standard rooms. Prices are approximate USD equivalent of local rates, inclusive of taxes. Offers are subject to price fluctuations, surcharges and blackout dates may apply. Other Terms and Conditions apply. Beijing – Hotels Jianguo Special Price: From USD 116* * Book online at www.octopustravel.com.sg/scb or call Octopus Travel at the local number stated in the website. Please quote “Standard Chartered Promotion.” Offer applies to standard rooms. Prices are approximate USD equivalent of local rates, inclusive of taxes. Offers are subject to price fluctuations, surcharges and blackout dates may apply. Other Terms and Conditions apply. 5 Jianguo Men Wai Da Jie, Beijing Novotel Peace Beijing • Special Price: From USD 69 (10% off Best unrestricted rate)* • Complimentary upgrade to next room category • Welcome Drink for 2 • Late checkout at 4pm, subject to availability • Complimentary accommodation and breakfast for 1 or 2 children *Best unrestricted rate refers to the best publicly available unrestricted rate at a hotel as at the time of booking.
    [Show full text]
  • 9. Princeton in Beijing (Pib)
    9. Princeton in Beijing (PiB) a. Matthew Walak, Summer 2019 Final Report I originally planned to keep a blog, but I quickly discovered PiB left me with neither the time nor the energy to maintain a weekly blog. As a result, here’s my final report: A lot happens at Princeton in Beijing in a very short amount of time. I could not fully process my experience until I returned home and had time to think about it for a few days. From the perspective of a second-year Chinese student, my entire summer was essentially a non-stop Chinese class from the moment my plane touched down in Beijing to the moment I returned to Boston. In terms of workload, the weekdays were tough. Channeling my inner STEM major, here are some fun numbers: Daily class time: 4 hours 10 minutes (4 x 50 min classes + 1 x 50 min one-on-one class) Daily homework average: 3 hours 36 minutes (Monday through Friday) Total class time, homework, tests, and test preparation: 291 hours 8 minutes Total working days in China: 39 days Percentage of awake time on working days spent studying or in class: 46.7% (Assuming 8 hours of sleep, which was not always the case) Essentially, Monday through Friday, almost half of the time I was awake was spent studying or in class. We had a few weekend cultural excursions to see tourist attractions such as the Great Wall, the 2019 Beijing horticulture exhibition, and the Marco Polo Bridge. We also had the opportunity to see a Chinese opera (Which ended up being in French), and Chinese acrobatics.
    [Show full text]
  • Olympic Cities Chapter 7
    Chapter 7 Olympic Cities Chapter 7 Olympic Cities 173 Section I Host City — Beijing Beijing, the host city of the Games of the XXIX Olympiad, will also host the 13th Paralympic Games. In the year 2008, Olympic volunteers, as ambassadors of Beijing, will meet new friends from throughout the world. The Chinese people are eager for our guests to learn about our city and the people who live here. I. Brief Information of Beijing Beijing, abbreviated“ JING”, is the capital of the People’s Republic of China and the center of the nation's political, cultural and international exchanges. It is a famous city with a long history and splendid culture. Some 500,000 years ago, Peking Man, one of our forefathers, lived in the Zhoukoudian area of Beijing. The earliest name of Beijing 174 Manual for Beijing Olympic Volunteers found in historical records is“JI”. In the eleventh century the state of JI was subordinate to the XI ZHOU Dynasty. In the period of“ CHUN QIU” (about 770 B.C. to 477 B.C.), the state of YAN conquered JI, moving its capital to the city of JI. In the year 938 B.C., Beijing was the capital of the LIAO Dynasty (ruling the northern part of China at the time), and for more than 800 years, the city became the capital of the Jin, Yuan, Ming and Qing dynasties. The People’s Republic of China was established on October 1, 1949, and Beijing became the capital of this new nation. Beijing covers more than 16,000 square kilometers and has 16 subordinate districts (Dongcheng, Xicheng, Chongwen, Xuanwu, Chaoyang, Haidian, Fengtai, Shijingshan, Mentougou, Fangshan, Tongzhou, Shunyi, Daxing, Pinggu, Changping and Huairou) and 2 counties (Miyun and Yanqing).
    [Show full text]
  • Christian Women and the Making of a Modern Chinese Family: an Exploration of Nü Duo 女鐸, 1912–1951
    Christian Women and the Making of a Modern Chinese Family: an Exploration of Nü duo 女鐸, 1912–1951 Zhou Yun A thesis submitted for the degree of Doctor of Philosophy of The Australian National University February 2019 © Copyright by Zhou Yun 2019 All Rights Reserved Except where otherwise acknowledged, this thesis is my own original work. Acknowledgements I would like to express my deep gratitude to my supervisor Dr. Benjamin Penny for his valuable suggestions and constant patience throughout my five years at The Australian National University (ANU). His invitation to study for a Doctorate at Australian Centre on China in the World (CIW) not only made this project possible but also kindled my academic pursuit of the history of Christianity. Coming from a research background of contemporary Christian movements among diaspora Chinese, I realise that an appreciation of the present cannot be fully achieved without a thorough study of the past. I was very grateful to be given the opportunity to research the Republican era and in particular the development of Christianity among Chinese women. I wish to thank my two co-advisers—Dr. Wei Shuge and Dr. Zhu Yujie—for their time and guidance. Shuge’s advice has been especially helpful in the development of my thesis. Her honest critiques and insightful suggestions demonstrated how to conduct conscientious scholarship. I would also like to extend my thanks to friends and colleagues who helped me with my research in various ways. Special thanks to Dr. Caroline Stevenson for her great proof reading skills and Dr. Paul Farrelly for his time in checking the revised parts of my thesis.
    [Show full text]
  • Guidelines for Authors
    The Axis of Ancient BeiJing that Declaraed the World Cultural Heritage and the Tourism of BeiJing First Author Beijing University of Technology, the Collage of Architecture and Urban Planning, Zhangfan, No.100 Pingleyuan, Chaoyang District, Beijing, China e-mail: [email protected] Abstract This essay is mainly about six aspects on the Axis of Ancient BeiJing which Declaraed the WCH and it’s relationship between the Tourism of BeiJing: First, how to find out the Outstanding Universal Value of the Axis? Second, how to estimate the OUV? Which Criterias shall we choose for the assessment? Third, Authenticity vs Integrality: Rebuilt or Restoration (Rehabilitation)? Some discussions about the rebuilt of QianMen (the front gate which is also the south gate of the inner city) District and the DiAnMen (the north gate of the inner city). Forth, what are the main tourism problems along the Axis of Ancient BeiJing and what we are going to do with it after the Axis’ Declaration? Keywords: The Axis of Ancient BeiJing, WCH (World Cultural Heritage), OUV (Outstanding Universal Value), Criteria for the Assessment of OUV, Tourism (three lines) Introduction (two lines) The ancient capital of Beijing's central axis which is the landmark of the city center, is also the world's longest existing city axis. There are many existing heritage buildings along the 7.8 km of the axis including the Yongding Gate (rehabilitation), Yan Tun, Temple of Heaven, Xian Nong Temple, Zhengyang Gate, the Imperial Ancestral Temple, Tiananmen Square, Forbidden City, Jingshan, Beihai, Pudu Temple, Wanning Bridge, fire temples, the Drum Tower, Bell Tower and so on(Figure 1: Heritage Area and it’s buffer zone).
    [Show full text]
  • Best Religious Sites in Beijing"
    "Best Religious Sites in Beijing" Realizzata per : Cityseeker 5 Posizioni indicati Niujie Mosque "Ancient Mosque" The design of Niujie mosque, also known as Ox Street Mosque, reflects its locale. It has curved eaves, colorfully painted supports and beams, and glazed roof tiles. It is located on the eastern side of Niu (Ox) Street, home to a large community of Chinese Muslims (known as Hui). The mosque was built under the direction of Nastruddin, the son of an Arabic priest by Smartneddy who came to China in 996! The call to pray is announced from the minaret five times a day, beginning at dawn. The prayer hall can accommodate 1,000. +86 10 6353 2564 88 Niujie, Guang' Anmennei Area, Pechino Kong Miao (Confucius' Temple) "In memoriam del saggio piu grande di Cina" Più di 20.000 metri quadrati, è il secondo tempio confuciano più grande della Cina, più piccolo di quello che si trova nel paese natale a Qufu. Costruito nel 1306, consiste di oltre lastre di pietra che hanno i nomi di 50.000 scolari che hanno superato gli esami imperiali durante le dinastie Yuan, Ming e Qing. Una cerimonia in onore di Confucio, il saggio e filosofo by Ivan Walsh cinese, è sempre festeggiata il 28 settembre. www.confucius.taichung.gov.tw/ 13 Guozijian Jie, Beijng Lama Temple (Yonghegong) "Tempio del buddhismo tibetano" Costruito nel 1694, il tempio Lama (o Palazzo della Pace e armonia) fu la residenze del principe Yin Zhen, figlio dell'imperatore Kang Xi della dinastia Qing. Quando il principe diventò imperatore, la metà della residenza era un palazzo imperiale e l'altra metà era un convento.
    [Show full text]
  • Annual Report 2019 Mobility
    (a joint stock limited company incorporated in the People’s Republic of China with limited liability) Stock Code: 1766 Annual Report Annual Report 2019 Mobility 2019 for Future Connection Important 1 The Board and the Supervisory Committee of the Company and its Directors, Supervisors and Senior Management warrant that there are no false representations, misleading statements contained in or material omissions from this annual report and they will assume joint and several legal liabilities for the truthfulness, accuracy and completeness of the contents disclosed herein. 2 This report has been considered and approved at the seventeenth meeting of the second session of the Board of the Company. All Directors attended the Board meeting. 3 Deloitte Touche Tohmatsu CPA LLP has issued standard unqualified audit report for the Company’s financial statements prepared under the China Accounting Standards for Business Enterprises in accordance with PRC Auditing Standards. 4 Liu Hualong, the Chairman of the Company, Li Zheng, the Chief Financial Officer and Wang Jian, the head of the Accounting Department (person in charge of accounting affairs) warrant the truthfulness, accuracy and completeness of the financial statements in this annual report. 5 Statement for the risks involved in the forward-looking statements: this report contains forward-looking statements that involve future plans and development strategies which do not constitute a substantive commitment by the Company to investors. Investors should be aware of the investment risks. 6 The Company has proposed to distribute a cash dividend of RMB0.15 (tax inclusive) per share to all Shareholders based on the total share capital of the Company of 28,698,864,088 shares as at 31 December 2019.
    [Show full text]
  • The Sino-Japanese War on the Night of 7 July 1937, While
    CHAPTER FOUR THE Sino-JapaneSE WAR On the night of 7 July 1937, while Japanese troops were engaging in mili- tary manoeuvres outside the historic fortress town of Wanping, southwest of Beijing, one among their number failed to report for muster at the end of the exercise. His regimental commander, Mutaguchi Renya, tele- phoned the Chinese garrison commander of the town, Ji Xingwen, and requested that his troops be allowed to enter the town to conduct a search for the missing soldier. Ji refused on the basis that such an act would be a violation of Chinese sovereignty, but compromised by allowing two Japanese officers to oversee Chinese troops carrying out the unsuccessful search for the missing soldier. Convinced that the missing soldier was in fact being held prisoner by the garrison, Mutaguchi gave the order for the Japanese troops in the area began firing on the town at 5 am the following morning, and ordered his men to seize a crucial crossing that the fortress was designed to protect. This bridge—the Lugouqiao, otherwise known as the Marco Polo Bridge because it had been the subject of detailed descrip- tion by the Venetian explorer in The Travels of Marco Polo—became the focal point of a bitter struggle that would escalate into a Sino-Japanese war spanning nearly eight years, ending only with Japan’s surrender to the Allies in 1945. The story of the early phase of the Sino-Japanese War was one of spir- ited yet ineffective defence, followed by disorderly retreat on the part of Chinese troops.
    [Show full text]
  • Beijing Subway Map
    Beijing Subway Map Ming Tombs North Changping Line Changping Xishankou 十三陵景区 昌平西山口 Changping Beishaowa 昌平 北邵洼 Changping Dongguan 昌平东关 Nanshao南邵 Daoxianghulu Yongfeng Shahe University Park Line 5 稻香湖路 永丰 沙河高教园 Bei'anhe Tiantongyuan North Nanfaxin Shimen Shunyi Line 16 北安河 Tundian Shahe沙河 天通苑北 南法信 石门 顺义 Wenyanglu Yongfeng South Fengbo 温阳路 屯佃 俸伯 Line 15 永丰南 Gonghuacheng Line 8 巩华城 Houshayu后沙峪 Xibeiwang西北旺 Yuzhilu Pingxifu Tiantongyuan 育知路 平西府 天通苑 Zhuxinzhuang Hualikan花梨坎 马连洼 朱辛庄 Malianwa Huilongguan Dongdajie Tiantongyuan South Life Science Park 回龙观东大街 China International Exhibition Center Huilongguan 天通苑南 Nongda'nanlu农大南路 生命科学园 Longze Line 13 Line 14 国展 龙泽 回龙观 Lishuiqiao Sunhe Huoying霍营 立水桥 Shan’gezhuang Terminal 2 Terminal 3 Xi’erqi西二旗 善各庄 孙河 T2航站楼 T3航站楼 Anheqiao North Line 4 Yuxin育新 Lishuiqiao South 安河桥北 Qinghe 立水桥南 Maquanying Beigongmen Yuanmingyuan Park Beiyuan Xiyuan 清河 Xixiaokou西小口 Beiyuanlu North 马泉营 北宫门 西苑 圆明园 South Gate of 北苑 Laiguangying来广营 Zhiwuyuan Shangdi Yongtaizhuang永泰庄 Forest Park 北苑路北 Cuigezhuang 植物园 上地 Lincuiqiao林萃桥 森林公园南门 Datunlu East Xiangshan East Gate of Peking University Qinghuadongluxikou Wangjing West Donghuqu东湖渠 崔各庄 香山 北京大学东门 清华东路西口 Anlilu安立路 大屯路东 Chapeng 望京西 Wan’an 茶棚 Western Suburban Line 万安 Zhongguancun Wudaokou Liudaokou Beishatan Olympic Green Guanzhuang Wangjing Wangjing East 中关村 五道口 六道口 北沙滩 奥林匹克公园 关庄 望京 望京东 Yiheyuanximen Line 15 Huixinxijie Beikou Olympic Sports Center 惠新西街北口 Futong阜通 颐和园西门 Haidian Huangzhuang Zhichunlu 奥体中心 Huixinxijie Nankou Shaoyaoju 海淀黄庄 知春路 惠新西街南口 芍药居 Beitucheng Wangjing South望京南 北土城
    [Show full text]
  • Copyrighted Material
    INDEX Aodayixike Qingzhensi Baisha, 683–684 Abacus Museum (Linhai), (Ordaisnki Mosque; Baishui Tai (White Water 507 Kashgar), 334 Terraces), 692–693 Abakh Hoja Mosque (Xiang- Aolinpike Gongyuan (Olym- Baita (Chowan), 775 fei Mu; Kashgar), 333 pic Park; Beijing), 133–134 Bai Ta (White Dagoba) Abercrombie & Kent, 70 Apricot Altar (Xing Tan; Beijing, 134 Academic Travel Abroad, 67 Qufu), 380 Yangzhou, 414 Access America, 51 Aqua Spirit (Hong Kong), 601 Baiyang Gou (White Poplar Accommodations, 75–77 Arch Angel Antiques (Hong Gully), 325 best, 10–11 Kong), 596 Baiyun Guan (White Cloud Acrobatics Architecture, 27–29 Temple; Beijing), 132 Beijing, 144–145 Area and country codes, 806 Bama, 10, 632–638 Guilin, 622 The arts, 25–27 Bama Chang Shou Bo Wu Shanghai, 478 ATMs (automated teller Guan (Longevity Museum), Adventure and Wellness machines), 60, 74 634 Trips, 68 Bamboo Museum and Adventure Center, 70 Gardens (Anji), 491 AIDS, 63 ack Lakes, The (Shicha Hai; Bamboo Temple (Qiongzhu Air pollution, 31 B Beijing), 91 Si; Kunming), 658 Air travel, 51–54 accommodations, 106–108 Bangchui Dao (Dalian), 190 Aitiga’er Qingzhen Si (Idkah bars, 147 Banpo Bowuguan (Banpo Mosque; Kashgar), 333 restaurants, 117–120 Neolithic Village; Xi’an), Ali (Shiquan He), 331 walking tour, 137–140 279 Alien Travel Permit (ATP), 780 Ba Da Guan (Eight Passes; Baoding Shan (Dazu), 727, Altitude sickness, 63, 761 Qingdao), 389 728 Amchog (A’muquhu), 297 Bagua Ting (Pavilion of the Baofeng Hu (Baofeng Lake), American Express, emergency Eight Trigrams; Chengdu), 754 check
    [Show full text]
  • Shanghai, China Overview Introduction
    Shanghai, China Overview Introduction The name Shanghai still conjures images of romance, mystery and adventure, but for decades it was an austere backwater. After the success of Mao Zedong's communist revolution in 1949, the authorities clamped down hard on Shanghai, castigating China's second city for its prewar status as a playground of gangsters and colonial adventurers. And so it was. In its heyday, the 1920s and '30s, cosmopolitan Shanghai was a dynamic melting pot for people, ideas and money from all over the planet. Business boomed, fortunes were made, and everything seemed possible. It was a time of breakneck industrial progress, swaggering confidence and smoky jazz venues. Thanks to economic reforms implemented in the 1980s by Deng Xiaoping, Shanghai's commercial potential has reemerged and is flourishing again. Stand today on the historic Bund and look across the Huangpu River. The soaring 1,614-ft/492-m Shanghai World Financial Center tower looms over the ambitious skyline of the Pudong financial district. Alongside it are other key landmarks: the glittering, 88- story Jinmao Building; the rocket-shaped Oriental Pearl TV Tower; and the Shanghai Stock Exchange. The 128-story Shanghai Tower is the tallest building in China (and, after the Burj Khalifa in Dubai, the second-tallest in the world). Glass-and-steel skyscrapers reach for the clouds, Mercedes sedans cruise the neon-lit streets, luxury- brand boutiques stock all the stylish trappings available in New York, and the restaurant, bar and clubbing scene pulsates with an energy all its own. Perhaps more than any other city in Asia, Shanghai has the confidence and sheer determination to forge a glittering future as one of the world's most important commercial centers.
    [Show full text]