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Poor Pr! T Qual1 DOCUMENT RESUME ED 442 731 SO 031 897 TITLE China: Tradition and Transformation. Curriculum Projects. Fulbright-Hays Summer Seminar Abroad Program 1997 (China). INSTITUTION National Committee on United States-China Relations, New York, NY. SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE 1997-00-00 NOTE 805p. PUB TYPE Collected Works General (020) Guides Classroom Teacher (052) EDRS PRICE MF05/PC33 Plus Postage. DESCRIPTORS Area Studies; *Chinese Culture; *Cultural Context; Elementary Secondary Education; Foreign Countries; Global Approach; Social Studies; Study Abroad IDENTIFIERS *China; Chinese Art; Chinese Literature; Fulbright Hays Seminars Abroad Program ABSTRACT These projects were completed by participants in the Fulbright-Hays summer seminar in China in 1997. The participants represented various regions of the U.S. and different grade levels and subject areas. The 15 curriculum projects in the collection are: (1) "China's One-Child Policy" (Michael Borrowman); (2) "China Chooses a Simulation" (Richard Celio); (3) "Women of China: Past, Present, Future" (Kathleen E. Dillon); (4) "The Cultural Revolution: An Introduction Unit for the Study of Contemporary China" (Dennis J. Ferry); (5) "China: Tradition and Transformation" (Claudette Butler Hatfield); (6) "China Approaching the 21st Century" (Sherry Henderson); (7) "A Multisensory Introduction to Modern China" (Anne Jellison); (8) "China Resource Based Unit of Study for Intermediate Ages" and "Chinese New Year" (Francia Johnson); (9) "The Dragon in China" (Sheila Karron);(10) "From Many into One--Chinese Religion" (Karin Kopciak); (11) "A Travel through Time in China" (Eileen Lang); (12) "China Curriculum Project--District Mentorship" (Anita Linn);(13) "China's 'Guanxi' Capitalism: Lessons on Chinese Business Ethics of the 90's" (Mary A. Price); (14) "The U.S. and Human Rights in China: A Simulation" (Elisabeth Sperling); and (15)"Why Transition in Contemporary China?" (Pam Vaughn). (LB) ENTIRE DOCUMENT: POOR PR! T QUAL1 Reproductions supplied by EDRS are the best that can be made from the original document. 1997 FULBRIGHT-HAYS SUMMER SEMINARS ABROAD PROGRAM China: Tradition and Transformation Curriculum Projects U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has beenreproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Compiled by the National Committee on U.S.-China Relations on behalf of the United States Department of Education in fulfillment of Fulbright-Hays requirements. BEST COPY AVAILABLE 2 Table of Contents Michael Borrowman "China's One-Child Policy" Richard Celio "China Chooses a Simulation" Kathleen E. Dillon "Women of China: Past, Present, Future" Dennis J. Ferry "The Cultural Revolution: An Introduction Unit for the Study of Contemporary China" Claudette Butler Hatfield "China: Tradition and Transformation" Sherry Henderson "China Approaching the 21st Century" Anne Jellison "A Multisensory Introduction to Modern China" Francia Johnson "China Resource Based Unit of Study for Intermediate Ages" and "Chinese New Year" Sheila Karron "The Dragon in China" Karin Kopciak "From Many into OneChinese Religion" Eileen Lang "A Travel Through Time in China" Anita Linn "China Curriculum ProjectDistrict Mentorship" Mary A. Price "China's Guanxi' Capitalism: Lessons on Chinese Business Ethics of the 90's" Elisabeth Sperling "The U.S. and Human Rights in China: A Simulation" Pam Vaughn "Why Transition in Contemporary China?" China's One-Child Policy Introduction This report provides a lesson plan for high school students,based on the perspectives I gained from my Fulbright seminar in China from June to July1997. The lesson plan is organized in stages: Part 1 Read the official wording of the one-child policy. Part 2 - Read an attack of the policy provided by "China Wakes!" Part 3 - Look at photographs of one-child policy posters and one-childfamilies which I took in China. Part 4 - Look at California demography map. Increase population by half soit is relevant to 1998. Then increase population 4 times for ratio ofpopulation in E. China Part 5 - Discussion Michael Borrowman January 1998 Page 1 Part 1: Read the official wording of theone-child policy. This document is a translation of the actual law. It comes fromthe book "Chinese Civilization A Sourcebook, by Patricia Buckley Ebrey (1993.), pages 478-481.A photocopy of this document is in the appendix. The importanceof reading this law is clear, so that students understand what the law is and what the consequences arefor breaking it. What I would have students do is read this law and as theydo so answer the following questions. I have put the correct answers in parentheses. Article 6 1.What is the legal for women to marry? (20.) 2. What is the legal age for men to marry? (22.) 3. What is the legal age for late marriage? (3 years later = 23 +25.) 4. What is the legal age for a woman to give birth? (24+.) Article 7 1.What is the number of children families are encouraged to have? (1.) 2. When can couples not have children? (Not married.) Article 8 1.Under special circumstances, how many children could families have? (2.) Article 11 1.What do couples have to obtain before they can have a child? (alicense.) 2. How long should one wait for a second birth? (4 years.) Article 23 1. What is the amount of fine if one has an extra child? (10-20% of annual income for 7 years.) 2. How are women who are pregnant with an extra child encouraged tohave an abortion? (Fined during pregnancy, but fine is returned after abortion.). Article 25 1. How does Article 25 discourage a second child? (Loss of rewardsand preferential treatment.) Michael Borrowman January 1998 Page 2 Article 28 1. How are baby girls protected? (Not allowed to bedrowned, abandoned, sold or mistreated.) 2. What happens to those who harm baby girls? (Theywill be educated through criticisms and disciplinary sanctions.) 3. What is the punishment for removing an IUD (intrauterinebirth control device.)? (500 Yuan fine.) The second part of this article is interesting since it explains theproblems of peer pressure on women to make sure theironly child is a boy. One could have a discussion with the class and look for loopholeswith this law. Questions that come quickly to mind for me are "Does this law do enough to protect infant girls?" in Article 28 and also what happens if the IUD slips. Part 2Read an attack of the policy provided by "China Wakes" This part follows the same format as the first one. Student should read thecriticism of this policy from "China Wakes" by Nicholas D. Kristof and and SherylWuDunn (1995.). The relevant chapter is number 8 "Where have all the babiesgone?" pages 210-240. For this accompanying questionnaire, I have included pagenumbers relevant to the questions and answers in parentheses. This chapter is very relevantsince it tackles a lot of the consequences of this policy. A photocopy of this chapter is inthe appendix. Page 212: How far back does the legacy of abandoning female babies go? (4,000 years.) Page 213: What kind of female names suggest a preference for boys? (Bring a little brother.) Page 222,3: Why are there fewer girls in school? (Many drop out to save money or are not declared.) Page 224: Why do more sons survive? (They get preferential treatment with regard to food, health and medical care.) Page 227: 1.) According to traditional Chinese lore, how many days would onelose of life for killing a baby? (3 or 300.) Michael Borrowman January 1998 Page 3 2) When do the Chinese consider babies to be human andfully alive? (One year old or when they have grown a full set of teeth.) 3) What is the moral of the fable? (It is okay to kill a baby in order to feed adults.) 4) What is the shortfall of infant girls born in the 1990s? (One million per year.) Page 228 1) Give 4 reasons why the Chinese prefer to have sons (Lineage passed down, boys look after parents in old age, girls marryinto other families; boys better at field work; peer pressure.) Read pages 481-482 of Chinese Civilization: A Probe into the Mentalityof 65 Rural Young Women Giving Birth to Baby Girls, by Zhou Juhua (see appendix.) 2.) Why are the Chinese likely to want only one-child? (A second child means facing huge fines, prospect of home beingvandalized and sterilization.) Page 229 1) What is the normal world ratio for girls born to boys? (100 girls: 105 boys.) 2) What was China's 1953 ratio? (100 girls: 104.9 boys.) 3.) What was China's 1964 ratio? (100 girls: 103.8 boys.) 4) What was China's 1982 ratio? (100 girls: 118.5 boys.) 5.) The Chinese say they are different from other cultures and have moreboys than other people in the world. But what does the 1982 Census figuresuggest? (More boys than ever and that 1.7 million baby girls are missing.) 6.) Are these baby girls killed? (Probably not. Many are notreported, or are adopted by friends and relatives. Most are simply never born.) Page 230 1) How many ultrasound scanners can be found in China? (100,000.) 2) What does Yh Chen say is the benefit of the ultrasound scanner inhis village? (Only 1 girls was born in the last year; all the rest were boys.) Michael Borrowman January 1998 7 Page 4 Page 231 1) According to the article in China Information News, 2,316ultrasound cases resulted in how many female abortions? (1,006.)
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