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(China). INSTITUTION National Committee on United States-China Relations, New York, NY DOCUMENT RESUME ED 462 364 SO 033 628 TITLE China: Tradition and Transformation Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2001 (China). INSTITUTION National Committee on United States-China Relations, New York, NY. SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE 2002-00-00 NOTE 568p.; Some individual projects contain graphics and text which may not reproduce adequately. For China 2000 projects, see ED 452 132. PUB TYPE Collected Works General (020) Guides Classroom Teacher (052) EDRS PRICE MF02/PC23 Plus Postage. DESCRIPTORS Area Studies; *Asian History; Asian Studies; *Chinese Culture; Comparative Analysis; *Curriculum Development; Elementary Secondary Education; Females; Foreign Countries; Global Approach; *Social Studies; Thematic Approach IDENTIFIERS *China; Fulbright Hays Seminars Abroad Program; Oral Presentations; Response to Literature ABSTRACT The curriculum projects in this collection represent the culmination of a Fulbright-Hays summer seminar for educators which took place in China in 2001. The collection contains 16 curriculum projects: "Notes on Giving a Presentation to a Parents Group, School Board or Other Public Audience Regarding Modern China" (David Bilka); "Teaching Methodologies of Exposing Students to the Chinese Culture in Elementary Education" (Sherry E. Carr); "A Comprehensive Study of China Prepared for World Cultures Students (10th Grade)" (Daniel Chittick); "Understanding Contemporary China, 1945-Present: An Instructional Unit for 10th Grade Global History" (Judith A. DuPre); "The Women of China: From Manchu to Mao to Modern" (Claire McCaffery Griffin); "Awaking China from Its Slumber: From Gunboat to Ping-Pong Diplomacy" (Dana N. Lynch); "From Golden Peaches to Golden Arches: Silk Roads Old and New" (Michael A. Marcus); "Integrating Media into China Studies" (Nancy Nemchik); "Chinese Trade Show" (Suzanne Otte); "Dancing with the Dragon: Exploring 20th Century China through Adeline Yen Mah's Memoir 'Falling Leaves'" (Valerie A. Person); "China: Paradise of Historians" (Adrienne J. Phillips); "Chinese History Unit from c. 2000 B.C.E. to 220 C.E.--9th Grade Two Week Unit" (Moneeka Settles); "Historical Investigation: Evidence of the First Emperor's Reign" (Marcie Taylor-Thoma); "Understanding the Chinese Cultural Revolution Using Episodes from 'Red Scarf Girl' by Ji-li Jiang" (Sharman Lange Vermeer); "China: A Country in Transition" (Gerry Waller); and "A Comparative Analysis of Five Major Chinese Cities" (Ann Wight). (BT) Reproductions supplied by EDRS are the best that can be made from the original document. 2001 FULBRIGHT-HAYS SUMMER SEMINARS ABROAD PROGRAM China: Tradition and Transformation Curriculum Projects 00 c\I Cr) 0: Compiled by the National Committee on United States-China Relations on behalf of the United States Department of Education in Fulfillment of Fulbright-Hays requirements. U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) tiThisdocument has been reproduced as BEST COPYAVAILABLE received from the person or organization Lq goace,N1 originating it. El Minor changes have been made to 2 improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. Table of Contents David Bilka Notes on giving a presentation to a parents group, school board of other public audience regarding modern China Sherry E. Carr Teaching Methodologies of Exposing Students to the Chinese Culture in Elementary Education Daniel Chittick A Comprehensive Study of China [Prepared for World Cultures Students (10th Grade)] Judith A. Du Pre Understanding Contemporary China, 1945-Present: An Instructional Unit for 10th Grade Global History Claire McCaffery Griffin.... The Women of China: From Manchu to Mao to Modern Dana N. Lynch Awaking China From Its Slumber: From Gunboat to Ping-Pong Diplomacy Michael A. Marcus From Golden Peaches to Golden Arches: Silk Roads Old and New Nancy Nemchik Integrating Media Into China Studies Suzanne Otte Chinese Trade Show Valerie A. Person Dancing with the Dragon: Exploring 20th Century China through Adeline Yen Mah's memoir Falling Leaves Adrienne J. Phillips China: Paradise of Historians Moneeka Settles Chinese History Unit from c. 2000 B.C.E. to 220 C.E.9th grade two week unit Marcie Taylor-Thoma Historical Investigation: Evidence of the First Emperor's Reign Sharman Lange Vermeer Understanding the Chinese Cultural Revolution using Episodes from Red Scarf Girl by Ji-li Jiang Gerry Waller China: A Country in Transition Ann Wiitht A Comparative Analysis of Five Major Chinese Cities 3 Fulbright-Hayes Project David Bilka Project Title: Notes on giving a presentation to a parents group, school board or other public audience regarding modern China. Context: I was invited by the IB Parents Organization to give a presentation regarding my period of study and travel in China. The subject was open"please discuss your experience in China," stated the invitation. Clearly, it would be a difficult task to summarize 30 days of intense study, observation and cultural immersion in 45 minutes to one hour. Therefore, the following notes are focused on anaudience that would be interested in learning about modern Chinese education, and perceptions of the United States. I. Chinese Education A. Comparison of Chinese and American Education (much of this information was presented by Dr. Wang Wingjie and Dr. Shi Jinghuan of Bejing Normal University) Chinese American Community Centeredstudents receive Individualstudents receive Handbook that emphasizes obligations and rules handbook on rights Teacher Centeredemphasis on authority; teacherStudent Centeredindividual and Dominate focus of lesson, ask questions after group projects, research, class Teacher is finished Discussion, ask questions throughout Lesson Intense Parental Support and Variant Parental Support PressureChinese parents spend more money On child's education than housing University Studyc.a. 5% of college age c.a. 40% of secondary graduates Gain admission into Universities; reforms in placegain admission; varying criteria To increase this to 10% for admission College Entrance Exams -- more higher ed. choices, Critical factor for entrance adults in higher ed. Etc. (elite students often take extra courses over summer to continually prepare for the exams) B. Chinese Secondary Education Strengths (from Chinese perspective) Uniform and rigorous curriculum in preparation for entrance exams Foreign languageEnglish a compulsory subject; on entrance exam Highly Disciplined Students Emphasis on overall developmentphysical, mental and academic math and science curriculum produces excellent results on international tests C. Chinese Secondary Education Weaknesses (Chinese perspective) intense pressure for entrance exams eliminates their childhood (i.e. summer study) over-emphasis on rules, conformity and rote learning limits ability to think critically, analytically and creatively few choices in higher ed. and limited access D. American Secondary Education Strengths (Chinese perspective) Belief in learning outside the classroom and enjoyment of life emphasis on creativity and student centered learning ( art anecdote of Prof. Jingshuan's daughter going to school in U.S.) emphasis on questioning; active student involvement in learning process more choices in education, especially higher ed. E. American Secondary Education Weaknesses(our hosts were too polite to bring these up) Chinese Perceptions of the United States (a continual topic of discussion throughout trip, polling data and explanation of Chinese reform taken from a lecture by Dr. Stanley Rosen) A. 1990s reforms (Post-Tianamen)in China Help to Mold the perception 1) Economicmarket reforms, modernization 2)Politicalde-emphasis on Marxism-Leninism and more of an emphasis on nationalism. 3) Socialopenness i.e. Karoke bars opened, places open later at night etc. B. Two main ideologiesmodernism and nationalismMarxism-Leninism for show. C. General Perception is one of admiration and distrust, in particular of US foreign policy 1.Chinese Youth Poll "When you think of the US what comes to mind?" (prior to spy plane incident and Sept. 1 1) Hegemonist Developed country Bombing of our embassy NBA Mobility of talented people Harvard High development of science and technology 2.Data reflects perception of US as a model for modernization and opportunity, but a rival for international influence and a hegemonic world power who meddles in Chinese affairs. 3. Spy plane discussion anecdotes i.e. the Chinese pilot who perished in the incident has a display in the Chinese Communist Party Museum and is hailed as a hero of China. III. Question Period Teaching Methodologies Of exposing students to the Chinese Culture In Elementary Education Sherry E. Carr, MEd January 11, 2002 THE NATIONAL COMMITTEE ON UNITEDSTATES CHINA RELATIONS 71 West 23rd Street Suite 1901 NewYork, NY 100104102 Phone (212) 645-9677 Fax (212) 645-1695 e-maik info@muserorg My travel to China this past summer was an extremely educational and fascinating experience. It enabled me to develop and formulate techniques and methodologies that have proven beneficial in organizing some of the suggested lessons to follow. My awareness of the Chinese people, their culture and global perspectives has broadened. My travels
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