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Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document DOCUMENT RESUME ED 436 445 SO 030 794 TITLE China: Tradition and Transformation, Curriculum Projects. Fulbright Hays Summer Seminars Abroad 1998 (China). INSTITUTION National Committee on United States-China Relations, New York, NY. SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE 1998-00-00 NOTE 393p.; Some pages will not reproduce well. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Asian History; *Chinese Culture; Communism; *Cultural Context; Foreign Countries; Higher Education; Learning Activities; Secondary Education; Social Studies; Student Educational Objectives; *Study Abroad IDENTIFIERS *China; Chinese Art; Chinese Civilization; Fulbright Hays Seminars Abroad Program; Japan ABSTRACT The curriculum projects in this collection focus on diverse aspects of China, the most populous nation on the planet. The 16 projects in the collection are:(1) "Proposed Secondary Education Asian Social Studies Course with an Emphasis on China" (Jose Manuel Alvarino); (2) "Education in China: Tradition and Transition" (Sue Babcock); (3)"Chinese Art & Architecture" (Sharon Beachum); (4) "In Pursuit of the Color Green: Chinese Women Artists in Transition" (Jeanne Brubaker); (5)"A Host of Ghosts: Dealing with the Dead in Chinese Culture" (Clifton D. Bryant); (6) "Comparative Economic Systems: China and Japan" (Arifeen M. Daneshyar); (7) "Chinese, Japanese, and American Perspectives as Reflected in Standard High School Texts" (Paul Dickler); (8) "Gender Issues in Transitional China" (Jana Eaton); (9) "A Walking Tour of Stone Village: Capitalism with Chinese Characteristics" (Ted Erskin); (10) "The Changing Role of Women in Chinese Society" (John Hackenburg); (11) "Healing Practices: Writing Chinese Culture(s) on the Body: Confirming Identity, Creating Identity" (Sondra Leftoff); (12) "Unit on Modern China" (Thomas J. MacDonough); (13) "Chinese Women in Transition" (Sally McWilliams);(14)"Minorities, Regional Diversity and National Identity among the Contemporary Chinese"(W. Lawrence Neuman); (15) "China in 1998" (David Philips); and (16) "Traditional Chinese Architecture" (Ted Sawruk). (BT) Reproductions supplied by EDRS are the best that can be made from the original document. China: Tradition and Transformation, Curriculum Projects. Fulbright Hays Summer Seminar; Abroad Program 1998 (China). 47t. NC) (r PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION OBEEN GRANTED BY --------CENTER (ERIC) This document has been reproducedas received from the person or organization e, originating it. Minor changes have been made to OGe_Yid_slme.4) o_ improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) o Points of view or opinionsstated in this C/D document do not necessarily represent official OERI position or policy. MST COP 2" Table of Contents Jose Manuel Alvarino "Proposed Secondary Education Asian Social Studies Course with an Emphasis on China" Sue Babcock "Education in China: Tradition and Transition" Sharon Beachum "Chinese Art & Architecture" Jeanne Brubaker in Pursuit of the Color Green: Chinese Women Artists in Transition" Clifton D. Bryant "A Host of Ghosts: Dealing with the Dead in Chinese Culture" Arifeen M. Daneshyar "Comparative Economic Systems: China and Japan" Paul Dickler "Chinese, Japanese, and American Perspectives as Reflected in Standard High School Texts" Jana Eaton "Gender Issues in Transitional China" Ted Erskin "A Walking Tour of Stone Village: Capitalism with Chinese Characteristics" John Hackenburg "The Changing Role of Women in Chinese Society" Sondra Leftoff "Healing Practices: Writing Chinese Culture(s) on the Body: Confirming Identity, Creating Identity Thomas J. MacDonough "Unit on Modern China" Sally McWilliams "Chinese Women in Transition" W. Lawrence Neuman "Minorities, Regional Diversity and National Identity Among the Contemporary Chinese" David Philips "China in 1998" Ted Sawruk "Tradition Chinese Architecture" 3 1998 FULBRIGHT-HAYS SUMMER SEMINARS ABROAD PROGRAM China: Tradition and Transformation Curriculum Projects Compiled by the National Committee on U.S.-China Relations on behalf of the United States Department of Education in fulfillment of Fuibright -Hays requirements. 4 EINa 143 RD* RI 41 al liPi r13 RE 43 it Et 41 Ea rk, EV 147 IA c13 Ii143 lit di it c1:1 lit 41 IN 169 42 RI 41 Ed GS9 RI 47 Rd 4, E611 4' PROPOSED SECONDARY EDUCATION r; 4' ASIAN SOCIAL STUDIES COURSE WITH AN EMPHASIS ON ii=1 Mt (CHINA) 4RD,pEt.:01/4014,101,00:14.104:iimi,pEeirow4.0Drwea.otioRiD,pilD#E104,wipie.i,rier#Eadd,014,Re#,EfaccoRactipLiiRici.Re Researched and Compiled by Jose Manuel Alvarilio Graphics by Mit* This is a preliminary curriculum framework foran intended Asian Social Studies course for High School and Adult students, emphasizing the geopolitical, historical, and cultural relationship of China with its Asian neighbors. Formore than 3,000 years, along with India, China has been the repository ofa continuous history. This most populous country in the planet has dramatically influenced western civilization, as well as its Asian neighbors, and continues to doso. A Social Studies course highlighting the Middle Kingdom will offer studentsan innovative approach with which to understand the past, present, and future realities of Asia. The main goal of this course is for learners to acquirean intellectual hold of the evolvement of Asian peoples, accentuating China. Thiscan be achieved by examining a recounting of past events and culture of thearea. Emphasis is placed on essential political regions, particularly China. Learners should also appraise the role of China, and of this region, froma global perspective, as well as encouraged to develop and internalize a worldview that shows understanding, respect, appreciation, and tolerance towards diverse cultures. Emphasizing China, the subject matter should include, but not be limitedto, the following: Interaction of science and Asian cultures Contemporary Asian affairs Origin and course of economic systems and philosophies in Asian societies Evolution of political systems and philosophies in Asian cultures Influence of major historical figures and events in Asian history Geographic-historic and time-space relationships Rise of Asian civilizations and cultural universals Development of nationalism as an Asian phenomenon Use of arbitrary periodization in Asian history Development of religion and the impact of religious thoughton Asian cultures Review of prehistory of the Asian continent 5 iiviCNOCD OUI(Oiv\ES Upon successful completion of this course, the student will be able to: 1.Understand how contemporary Asian civilizations depend upon contributions of past civilizations. The student will Explain the contributions that ancient Asian civilizations made to contemporary Asia. Explain the contributions that the civilizations of classical China and India made to contemporary Asia. Explain the contributions that medieval China and Japan made to contemporary Asia. Explain the contributions that Asia has made to the West. Explain the contributions that early modern Europe and the European Industrial Revolution made to contemporary Asia. 2.Explain the significance of geography on the development of Asiatic civilizations and nation-sates. The student will Explain the importance of rivers and bodies of waters to the development of Asian civilizations and nation-states. Explain the influence of geography on the social and cultural development of Asian civilizations and nation-states. Explain the influence of geography on the economic development of Asian civilizations and nation-states. Explain the influence of geography on the political development of Asian civilizations and nation-states. 7 t; 3. Compare major individuals, events, and characteristics of historical periods in Asian history. The student will Compare the contributions and influences of religious leaders (e.g., Buddha, Confucius, Mohammed, and Lao Tze). Compare major political leaders and philosophers from different Asian historical periods. Compare significant events from various Asian historical periods, emphasizing China. Compare the social characteristics of given Asian historical periods, emphasizing China. Compare the political characteristics of given Asian historical periods, emphasizing China. o Compare the economic characteristics of given Asian historical periods, emphasizing China. 4.Understand current and historic events from the perspective of diverse cultural and national groups. The student will Given at least one major Asian historical event or issue and an interpretation of that event or issue, identify the group that held that particular point of view (e.g., the Viet Nam War: American, Chinese, French, Vietnamese viewpoints). 5. Compare the major Asian cultures, past and present, based on their political and economic systems, religious and moral beliefs, and socialization processes. The student will Compare the political systems of classical China and feudal Japan. o Compare the religious and moral beliefs of Buddhists, Taoists, and Hindus. o Compare the political, economic, and social systems of India under the Delhi sultanate, Japan under the Tokugawa Shogunate, and its Chinese counterpart. 6.Explain how major belief systems (political, economic, and social) changed or altered historical patterns of development on the Asian continent. The student will Given a specific series of political
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