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Something About China. .P1/1 DATE 72 NOTE 621P to,pso. K DOCUMENT BESUNE r -ED 144 $48 SO 009 867 MOOR Coven, Sonia; And others Something about China. .P1/1 DATE 72 NOTE 621p. ins pita NP$1.16 NC-$32.81 plus Postage. AntscurroRs Affective Objectives: Area Studies; *Asian Studies; Behavioral Objectives; *Chinese Culture; Class Activities; Cognitive Objectives; Creative Activities; *Cross Cultural Studies; Cultural Awareness; Diagnostic Tests; Elementary Education; Enrichment Activities; Grade 4; Grade 5; Grade 6: Group Activities; Individualized Instruction; *Instructional Materials; Instructional Programs; learning Activities; *Learning Modules; *Social Studies; Gaits of Study *China The sajor objective of this instructional progras on the People's Republic of China is to help elementary grade students develop anunderstanding and tolerance of cultural relativism. The d*velopsec of intellectual, affective, and psychomotor skills tbrough the utilization of subject latter is also an important objective of the program. The program, aimed primarily at grades 4-6, introduces sisilarities and differences existing betveen the United States and China. It focuses on the basic cultural components of economic structures, social/political organization, and religious systess. Instructional materials include individualized-activity learning packets, sample lessons for small and large group participation, and creative projects for enrichment. stories, saps, illustrations, and tests for conceptual diagnosis are also included. The learning packets contain a pretest, word list, study of key ideas, thought questions, and a posttest. These packets include an introduction to social studies, river systess and land forms, art and architecture, and costume. Muaerous and varied sample lessons alloy the teacher flexibility in planning the program. *********************************************************************** Pocuments acquired by ERIC include many informal unpublished * materials not available fros other sources. ERIC sakes every effort * * to obtain the best copy available. Nevertheless, items of marginal* * reproducibility are often encounterel and this affects the quality * * of the microfiche and hardcopy reproductions ERIC sakes available * * via the ERIC Document Reproduction Service (EDRS). DRS is not * responsible for the quality of the original document. Reproductions * * supplied by !DRS are the best that can be made from the original. * *********************************************************************** c c . Aft,. u S eaeattmeNT OF NSI,LTH. EDUCATION O MOWN NATIONAL INSTITUTE EDUCATION "PERMISSION TO REPRODUCE 1110 BY THIS DOCUMENT ITAS SEEN REPRO. MATERIAL HAS SEEN GRANTED OuCa0 EXACTLY AS RECIHr00 FROM not PERSONOROROANIZAT ION °Room. ATmu cPOINTS OTviewOR OPINIONS 46PPZ/M0 /5/ STATED00 NOT NECESSARILY RONNE. If NT OFFICIAL NATIONAL INSMUTE OF EDUCATIONPOSITION OR POLICY TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC) AND USERS OF THE ERIC SYSTEM:' SOMETHING ABOUT CHINA EASTERN WASHINGTON STATE COLLEGE BY Sonia Cowen Dr. hruce Mitchell Mr. Lynn Triplett 1972 FOREWARD The instructional materials contained herein were developed at Eastern Washington State College In an attempt to deal with a rather crccial problem concerning not only this country but-the entire globe.For too many'yeare educational policies in the Onitedl.States have dictated an approach which ignored nearly one-third of the world's population. Today the situation has reversed itself. The United States President and the United Nations have formally recognized the existence of the People's Republic of China. NOW, it behooves educators at all grade levels to introduce students to China and its people. This instructional program was organized primarily for students at the fourth to Sixth grade levels. The vocabulary and concepts dealt with are within the grasp of most of these youggsters. Also, the individualized - activity learning packets are largely self-paced, allowing the students to progress at their own rate of speed. This makes it possible for the teacher to spend much of his time working with students on an individual basis. The planning 'ormat was developed around a model created in Conceptual Planning with BehavioralObjectives./ This is 1Mitchell, Bruce; Stueckle, Arnold; and Wilkens, Robert, Conceptual Planning_ with Behavioral Objectives. Dubuque, Iowa: Kendall/Runt Publishing Co., 1971. a scheme which divides the plan into two basic elements. The long range plan consists of identification of the Purposes, identification of the major Concepts to be dealt with, and creation of the Behavioral Objectives which shall be used to test the attainment of the concepts taught. The daily plans are designed to promote the attainment of the prescribed behavioral objectives. They include the following basic elements: (1) Uaily Objectives; (2) Activity or acti- vities (a brief description); (3) Timing and Organization; (4) Materials needed; ana (5) Evaluation.A long-range plan dealing with ceveloping an understanding and tolerance of cultural relativism in relation to China as well as developing intelleLtu.J1, uffeoive, and psychomotor skills utilizing the input on Mina, serves as the key for the materials. Ihe luarnir.j packets are erganize;.! as fellows: I. Z'te-I:.:Jt N-ovrJes :nu teacher and the student AIN the r;pat which allows the decision to be made as to whether er nut the packet needs to be completed. 2. word List which helps the student familiarize himself with new terms. 3. study of Key Ideas which enables the student to Study the key concepts introduced by the packet materials. 4. Ihought uestions which enables the student to study the key ideas. 5. Post -test which evaluates the student's attainment of the behavioral objectives. 6. Creative Pro'ects which provide the opportunity for enrich- ment activities. In additivs% I-1J the learning activity packets, there Ore a number of other sampll: lessons wnich are designed primarily for small or large group participation. These are quite varied in nature and will allow the teacher to decide which would be most appropriate for a particular group. Purposely, many more sample plans and suggested activi- ties are included in the packet than the average teacher will be able to use. However, this allows the teacher a great deal of latitude and flexibility in planning such a program. The stories were written to illustrate Crucial principles which will be brought out in the activities. Individual lessors were planned for seventy-five minutes.This time can be shortened or augmented according to the needs of the particular group of students. The materials have been developed by Miss Sonia Cowen, a truly outstanding student. Organizational format, rewrite suggestions, and an occasional story or two have been cheer- fully provided by Professors Bruce Mitchell and Lynn Triplett. Jr. ;.litchellis on Associate Professor of Lducation, while Mr. Triplett is an Assistant Professor of Asian History. 4 J iv CONTENT SUMMARY AND INPUT MATERIALS 1. LONG RANGE GOALS A. To develop an understanding and tolerance of cultural relativism in relation to the Peonies Republic of China by Introducing similarities and differences existing between the cultures of the United States and China, emphasizing four basic cultural comno- nents: economic structures, social organization, religious systems, and Political organization. 8. To develop intellectual, affective, and psychomotor skills, utiliz- ing knowledge of the Chinese Civilization by way of the individual activities learning Packets and the modified Taba Processes. II. LEARNING CONCEPTS: The learning contents, in achieving the long range goals, will emphasize the structural and functional asoects of the Chinese Civilization as a uniaue yet adoptive unit in the develop- ment of mankind, concentrating on the aforementioned basic cultural experiences of Pre-modern China (Pre-Han and Imperial China) and Modern China (Revolutionary. Nationalistic, and Communist China) achieved through individual activities learning packets and modified Taba tasks introduced and attained in daily lessons. A. Each culture is uniaue or differentiated from all other cultures. I. Physical features (land forms, geographical location, environ- mental limications, etc.) of China have influenced the growth of the r;t0nese Culture, as hive the Physical features of +he United States iitfiuenced the culture of the United States. a. Mans involve terminology related to the distinction of of the following physical features: boundaries/boundary lines:, mac) legend (map explanation key): scale of miles: cities, towns, and villages: directional sign: rivers, lakes, oceans, and other bodies of water: land forms such as deserts, mountains, plateaus, Plains, etc. b. Land formations determine greatly the potential of sub- sistence activities: agricultural and/or industrial arowth c. Climate is determined by location, Physical barriers and land formations. influencing life styles d. Population growth is influcmced by physical features of the environment and cultural ecology through adaptation 2. Aararian versus industrial growth in the development of cultural traits, needs, and survival 3. Hypothesis relating to Sapir-Whorf and ethnocentrism will be introduced as a means of showing the successful evolution of each cOture as related to its needs gat v II. B. Each culture is not an isolated unit, but a product of both assimilation and indigenous cultural functions and societal needs 1. Many aspects of culture in the United States Parallel those of the People's Republic
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