Economic Changes Group

[Anonymous]

Don't stress, your ideas sounded wonderful. Use your initial ideas then make any adjustments upon your return. I know you will be inspired by your experiences. For now, just use what you came up with. It doesn't have to be set in stone.

[Anonymous]

Dear econ group!

Sorry for having neglected you all over the last couple of months! Things are really crazy around here! But I wanted to take a little time to describe what I'm thinking about for my lesson plan. As I mentioned in an earlier post, I will be moving this summer, which means I might not be teaching World History next year. I have been busy this week filling out applications for a variety of high school Social Science positions, but I don't know what grades or classes I will be teaching come August. Considering the given situation, I have decided to go ahead with my original game plan, in terms of curriculum.

One of my present World History units is about imperialism, and we always do a case study of imperialism in China, Japan, and Korea. We do a multiple-day activity where students discover the motives of imperialism, and we generally end up with some generic categories, such as religious, economic, humanitarian, exploratory motives, to name a few. I thought it would be interesting, at the conclusion of our case study of imperialism in China during the 1800s, to display a gallery of photos taken on our trip. students could visit the various displays, and write in their journals what evidence they see of imperialism in China today, especially in relation to the motives that we've already learned about.

In addition, I'm thinking about writing the reflection, describing what our trip to China has enabled me to do that I couldn't do before, and describing how my students would benefit. I have been talking with other teachers in my department about being a guest speaker in their classrooms when they are studying China within the context of the Contemporary World curriculum. I am thinking about putting together a slideshow of photographs after we return, and it would be exciting to share these with former students in the Contemporary World setting. Also, I'm thinking about trying to gather photographic evidence of communism and capitalism in China, and having students identify in which group or groups the evidence might belong (considering the fact that, this year, my students had a very difficult time grasping the meaning of communism). Also to be included in a reflection, if my assumption serves me correctly, is the notion that having spent time in China and Japan will better enable me to facilitate weekly current issue debates that are held in my classroom. Because China and Japan make the news quite frequently these days, students often bring in articles about the politics, economies, and cultures of these countries. I have confidence that I will have a better understanding of these topics upon our return!

Anyway, I know it's a hodge-podge of ideas, but in summary, I would like to do a lesson on what imperialism in China looks like today, and I would like to write the reflection. PLEASE let me know if you have any suggestions or criticisms of my ideas. I'm wide open to feedback!

I look forward to seeing you in China, and am excited to work with you.

Marisa

[Anonymous]

Marisa.
I think your idea sounds great. You might also think of adding information on what some call the new version of imperialism. I am not an expert on this, but I think many criticize multi-national coroporations for establishing themselves abroad to exploit natural resources and cheap labor. We might see evidence of this in China. If not, I think your ideas sounds great.

[Anonymous]

I would like to create a lesson that contrasts communism in the Mao Era versus communism in China during the Reform Era. During my course unit on Russia, students first learn about the theory of communism according to Marx and how it was actually applied in the Soviet Union. To extend their understanding of communism during the China unit, students will then study how this economic system was implemented by Mao in China. Next, they will learn how communism in China has changed with the reforms of Deng Xiaoping and his successors. As a result, students will gain an understanding of communism in theory versus communism as it is currently being practiced in the real world. My students also study Korea, Cuba, and Vietnam so it would be interesting if we could also examine how communism works in these countries in comparison to China.

I plan to gather photos that exhibit remnants of Mao era communism as well as photos that illustrate the introduction of capitalist elements in the reform era. Hopefully these photos will help students to grasp the profoud economic change occurring in China. I also plan to incorporate primary source materials that would allow students to contrast communism in the Mao era with that of today.

Students will be broken into groups and assigned a focus topic. For example, one group will look at government control of business. Others might look at religion, relationship with the West, individual freedom and expression, government structure, family structure and lifestyle, and government services. Of course, these topics are rough ideas and may change as I gather more information.

Students will then use the information gathered on each topic for a metaphor project. In a metaphor project students must write a sentence stating, "Communism in China duirng the Mao Era was like __________" ( And yes, we all know this is really a simile. But I got the idea from TCI, who call it a metaphor project.) Next, they draw a picture illustrating the item they put in the blank and write three reasons justifying their choice underneath their photo. Students will then create a similar sentence and metaphor for communism in the reform era. For culmination and assessment, I will also ask them to write an essay that contrasts how communism has shaped life in China during both of these eras.

Another idea I have for a a lessson is to compare and contrast the way a Japanese company operated before and after the Asian recession. Since we are visiting a factory in Japan, I might be able to gather great illustrations. Students might also contrast the workings of a Japanese company with that of a typical American company as a way of understanding cultural differences.

[Anonymous]

I hope everybody in my group is recovering from our trip well.

Just wanted to let you know I am no longer creating a lesson plan on this topic. I plan to create curriculum on the dropping of the atomic bombs on Hiroshima and Nagasaki. I posted an explanation for this change in the individual curriculum projects section of the forum.

I have some photos that might be of help for the economic changes group like that of stores, poverty, etc. Let me know if you would be interested in any of these and I will send them to you.

Also, let me know if you have any resources for my new topic.

[Anonymous]

Sharon, your new topic sounds very interesting and I like the idea of incorporating the Japanese perspective on the incident. Too many times I've heard my students say things like "just nuke them" and they don't understand the consequences of an atomic weapon. The book you purchased from the museum has tremendous statistics and includes a poster of the destruction. I've had students read excerpts from a book of personal testimonies of survivors that I purchased during my earlier visit to Hiroshima. On our trip I purchased a Japanese video (in English) but I have not had the chance to view it. Also, I purchased but never used curriculum from S.P.I.C.E. They have excellent stuff that is very usable in the classroom. I'm excited to see what you come up with for your curriculum and you're free to borrow/copy any of my materials.

I'll call you soon so I can return your suitcase. I plan to be out in your area next week.

Ana

[Anonymous]

Ana, my unit is going to be on pre, post and WWIII Japan. I agree that we need to do a better job of presenting the Japanese in World History, they can get the US side in 11th grade. I would be interested in watching the video you purchased. If you are going to watch it this summer I would be willing to come down, I could provide snacks.

Portia

[Anonymous]

Hi Portia, that sounds great especially the snacks part. Maybe Sharon would like to join us. What do you think Sharon? I think I'm in the middle of the two of you because Sharon is in south Orange County. I've been vegging just about every day since we've been back so any time works for me. Sharon and I talked about getting together next week, maybe we can just meet at my place. Is it legal to make a copy of the tape if it's for education? Let's talk.

Ana

[Anonymous]

Hi everyone. I just wanted to let you know I have finished my lesson plan and reflective essay. Ana, thank you for the resources you suggested. In my unit plan, I am having students evaluate whether or not Truman made the right decision to drop the atomic bombs.

As part of their evaluation they will read several documents pertaining to this issue and create what's called a "Showing the Evidence" project. The project is hard to explain without seeing it. They use technology created by Intel education on the internet to complete the assignment.

Here is the link if you are interested in checking out this tool.
http://www97.intel.com/en/ThinkingTools/ShowingEvidence/TryTheTool/default.htm

In the second part of the unit, students will take a virtual tour of the Hiroshima Peace Memorial Museum on-line.

I am now sorting through my pictures and inserting them into my PowerPoints. I can't believe how much time all of this is taking but I am glad to be almost done with the curriculum part and then I will be on to photo albums.

Hope you are all enjoying your last weeks off.

[Anonymous]

Ana, please don't forget to bring a copy of that film I helped purchase in Japan. I am hoping to use it is the spring. Could you copy it? If I am not there, Tracy will be.
DWO

[Anonymous]

Well, did not do economic changes with my lesson plan, will have to leave that for another day. I did a "Cultural Angels" lesson plan, and made all the students professional tour guides. The economic changes will have to wait for a later day. The plan is in a rough form due to my health problems, but I am sure all will be able to incorporate it in some fashion. Hope I am able to come.

[Anonymous]

Darlene, I've got your video and will see you on Saturday if you make it. It will be nice to see everyone again. Hope your surgery went well and that your 12 o'clock beer cravings have subsided. Take care. Ana

[Anonymous]

Dear economic changes group,

As I mentioned before, I have a brand-new teaching assignment, so my old idea for a lesson plan is now completely irrelevant. I have written the reflection paper, and will not be able to solidify a unit before the upcoming weekend, but have a few ideas for lessons within the framework of ancient China and Japan. One idea I am working on is to formulate a classroom group competition between "families" who are seeking to become daimyos. Each family would need to present a portfolio that follows a set of guidelines (included in my reflective paper), but I'm wondering if any of you are clear on the procedure for becoming a daimyo. He with the best warriors wins (the one who can defeat the competition)? He with the right lineage wins? A combination of both? Is a daimyo chosen by a shogun? An emperor?

Again, I was looking forward to my imperialism lesson, but I am teaching content vastly different from last year, and it just wouldn't fit. I have a few good photos of evidence of cultural imperialism in Asia, if anyone is interested, and I plan to bring cd's with photos for everyone this weekend.

Hope all is well with you,

Marisa

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