DOCUMENT RESUME ED 340 644 SO 021 691 TITLE Fulbright Hays Summer Seminar Abroad Program: Curriculum Projects, 1984. INSTITUTION National Committee on United States-China Relations, New York, N.Y. SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE 84 hOTE 81p. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Agriculture; Area Studies; *Computer Simulation; Foreign Countries; Foreign Culture; IL';ermediate Grades; Junior High Schools; *Learning Activities; *Social Studies; Student Educational Objectives; Travel; Units of Study IDENTIFIERS *China ABSTRACT Three separate curriculum projects were developed to help secondary school educators to teach about the People's Republic of China. "How does China feed its one billion people?" (Susan Ember) is a lesson plan that seeks to make students aware of the dilemma of food supply and shortages in poor, underdeveloped countries. "The history, geography, and language of China," (Dennis D. Smith) provides middle school teachers with a resource guide for the delivery of an exploratory unit of China. "China Connection: A computer simulation game" (Patricia Wasley and Micki Maisson) presents a sample of each of the component parts of a computer simulation game designed to encourage higher level thinking skills and greater global understanding while teams of students engage in simulated travel through four cities in China via the computer. Sections from the teacher's travel guidebook, the student's travel guidebook, and from information contained in the computer are included in order to demonstrate how the game works. (DB) **************************k******************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 1984 WIT RAM 3141Mt 58/4114ARS ABROAD MCGRAW +=mica lisn Projects U.S 0111WITMFAT OF ilDuCATION Cofice of Educeonet treasarcn and improvement EDUCATIONAL RESOURCES INFORMATION CENTER(ERIC/ ()Is,Ma document Nee been reproduced ea *mad from tee meson or oneanrtelion VIlif1ift119 ft .Min Of Mange, eleve Win made lu ImP*, se reproduction Quality Point* of nye* or opinions Mated in this OciCa men! 00 00 neCetintily ffirellent official OE RI Positron or granny "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Vcuize)t6E1IA t TO THE EDUCATIONAL RESOURCES INFORMATION CENTER cy-4 Compiled by the National Committee cn U.S.-China Relations on behalf of the U.S Department of Education in fulfillment of Rilbright Hays Requirements. 2 BEST COPYMAIM o Table of Contents Susan Ember "Haw Does China Feel Its One Billion Ample?" Dennis D. Smith "The History, Geography and Language of China" Patricia Was ley and Micki McKisson "China Connection: A Computer Simulation Game" e :3 Lesson Plan: How does China feed its one billion people? Objectives: To demonstrate in several different ways howChina deals with the monumental task of feeding its populationof one billion, ten million. To analyze statistics on population growth vs.agricultural production (with recent increases) tode*termine if China will be able to feed itself in the year 2000 whenthe estimated pop- ulation will be 1.3 billion. To make students aware of the dilPmmaof fc.:,.1 buppiy ana shorta2es in Twor, underdeveloped countries. To understand the change overfrom the communal system to the responsibility system. To illustrate the variety and scopeof foods consumed by the Chinese in various regional cuisinesbased on climatic and geographic locations. Terms to understand Communes Free markets Responsibility system Per capita Zero population growth Malnutrition Incentives Profit motive Specialization Aquaculture Methods Group brainstorming sessions and communal groupassignments Maps, graphs and statistics analysis Three day charting of eating and bathing habits,calorie intake Yfr )L and changes of clotheo privi to assignment. Three day voluntary diet - eating only1/4normal calories with no junk food or candy during theassignment. / AL.:- La-. Excerpts from The Broken Earth and otherreadi LAz-r.o from the South of China Procedure Group students into Tour communes - two and two from the North. 421se names. Give the groups natural resource and climatic mapsof China and other statisticalinfor- mation on future population estimates,population centers, imports, exports, and pre1979 grain and rice harvests. Have the groups devise a Five Year Plan with afocus on expanding agricultural what to grow, production. Their plan would include strategies on production goals, approaches to increaseproduction, work assign- ments and hours and collectivedecisions on farm machinery, irri- gation ditches, fertiliters, livestock, wages, etc. 4 Have the Southern Groups trade thair plans withthe Northern groups. They will now become the Chinese governmentwhose job it is to analyze the plans to see if food production will meetpopulation demands. Have them make a list of criticisms andrecommendations and assign the plan a grade. Hoped for Results Students may arrive at the same conclusion asthe Chinese government under Deng Xiaoping - that more food has to beproduced to keep up with the constantly growing population if malnutrition orstarvation are to be averted. Also, if experimental, capitalistic incentivesproduce more food than previous methods, than it may becomethe necessary cpurse to follow. After appraising students of record agriculturalincreases since 1.979, (in part due to the responsibilitysystem), have students evaluate anddiscuss China's capitalistic, agricultural tendencies to seeif China will be able to meet the challenge offeeding itself. , L 44, ./c (,. - / ) 4:. ;14 - _6744 Az-a-LA--r, LA.4_, V 1,44..4...r.:...,7,.4..3--(:- '°-1. )1" 1 '4-"' 7 ."!-Pt.e.4..e 1 *^" -'-e/ 5 Lesson Plan: How does China feed its onebillion people? deals with Objectives: To demonstrate in severaldifferent ways how China the monumental task of feeding itspopulation of one billion, ten million. To analyze statistics onpopulation growth vs. agricultural production (with recent increases) todetermine if China will be able to feed itself in the year2000 when the estimated pop- ulation will be 1.3 billion. To make students aware of thedilemma of food supply and shortages in poor, underdevelopedcountries. To understand the change overfrom the communal system to the responsibility system. To illustrate the variety and scopeof foods consumed by the Chinese in various regionalcuisines based on climaticand geographic locations. Terms to understand Communes Free markets Responsibility system Per capita Zero population growth Malnutrition Incentives Profit motive Specialization Aquaculture and communal group assignments Methods Group brainstorming sessions Maps, graphs and statistics analysis Three day charting of eating andbathing habits, calorie intake and changes of clothes prior toassignment. Three day voluntary diet - eatingonly h normal calorieswith no junk food orcandy during the assignment. Excerpts from The Broken Earthand other readings Group students into four communes -two from the Southof China Procedure :,atural and two from the North. Divise names. Give the groups statistical infor- resource andclimatic maps of China and other imports, mation on futurepopulation estimates, population centers, exports, and pre1979 grain and rice harvests. uave the groups devise a Five Year Plan with afocus on expandingagricultural strategies on what to grow, production. Their plan would include assign- production goals, approaches toincrease production, work ments and hours and collectivedecisions on farm machinery, irri- gation ditches, fertiliters, livestock, wages, etc. Have the Southern Groups trade their plans with the Northern groups. They will now become the Chinese governmentwhose job it is to analyze the plans to see if food production will meetpopulation demands. Have them make a list of criticisms andrecommendations and assign the plan agrade. Hoped for Results Students may arrive at the same conclusion asthe Chinese government under Deng Xiaoping - that more food has to beproduced to keep up with the constantly growing population if malnutrition or starvationare to be averted. Also, if experimental, capitalistic incentivesproduce more food Olen previous methods, than 1.t may become the necessary course to follow. After appraising students of recordagricultural increases since 1979, (in part due to the responsibilitysystem), have ctudents evaluate anddiscuss China's capitalistic, agricultural tendencies to seeif China will be able to meet the challenge of feedingitself. 7 r C. THE HISTORY, GEOGRAPHY AND LANGUAGE OF CHINA An Interdisciplinary Unit For Middle Grades Students t, C. Presented to: Denis D. Smith National Committee IC on U.S./China Relations New York, N.Y. C. s RATICNALE The purpose of this unit is to provide middleschool teachers a resource guide for thedelivery of an exploratory unit on China. By definition, exploratories are six to nine weekexcursions by teachers into topics that are of high interest to students,but which also are, in many cases, outside of a teacher's regular assignment area. FCT example, an exploratory class on Chinese culture, history, geography, and language could be taught tofifth or even eighth graders by a math teacherwith no formal training inChinese history or language.The only qualification for a math teacher (or other non-social science types) would be an eagerness to learn with the students