pre-2011 high school ideas

[Anonymous]

I have attached a handout have used in teaching haiku. I believe that haiku in English should be even briefer than usually defined, more like 3-5-3 syllable count is better and more similar to Japanese type.

In the attached handout you will find haiku by Basho, Etheridge Knight, Octavio Paz, Kerouac, Antonio Machado, and Ezra Pound. I wanted a multicultural perspective on haiku and a diversity of types. If you are interested in more information on haiku please read my review of the book The Haiku Handbook on this forum

Below are listed the concepts and definitions that I appropriated from the handbook.

Japanese Ideas & Concepts

1. Enryo—the technique of polite obedience or acquiescence to hide inner fury
2. Ganbaru—to do one’s best
3. Bushido—“way of the warrior,” is a code of conduct and ethics of the samurai which includes being frugal and loyal, mastery of martial arts and honor unto death.
4. Aware—(touchingness) moving, stirring, the kind of the thing that evokes an emotional response
5. Sabi (patina, loneliness) beauty with a sense of loneliness in time, akin to, but deeper than, nostalgia
6. Wabi—(loneliness, poverty) beauty with a sense of asceticism; austere beauty
7. Yugen—(mystery) elegance, mystery, depth, obscure, dark beauty only partially perceived not fully felt.
8. Haiku—a brief poem, seasonal & often with nature as a subject, consisting 5-7-5or of 5 syllables in the 1st line, 7 syllables in the 2nd line, and 5 syllables in the 3rd and last line, though it maybe briefer in English.

[Anonymous]

In the tenth grade I teach the book Hiroshima by John Hersey. I find this book presents good multiple perspective examination of the bombing of Hiroshima. In the book there are 6 people that are near the epicenter of bombing and each is followed until well after the war--20-30 years later.

I have attached the facts that I expect my students to memorize on Japan and Hiroshima, essay prompts that I have used in the past, maps, etc...

I usually present the facts as a cloze activity to sustain interest, so a fill in the blank activity.
[Edit by="kspachuk on Jun 19, 12:29:33 PM"][/Edit]

[Anonymous]

Two Evaluations

I. Create a graphic novel/comic about one of the following sections of the book:

a. 104-109 Dr. Sasaki d. 141-147 Reverend Tanimoto
b. 121-126 Ms. Sasaki e. 96-100 Ms. Nakamura
c. 128-133 Dr. Fujii f. 111-117 Father Kleinsorge

You must:

1. Create 6-10 page comic using 3x3 panel design
2. Use both thought/speech bubbles and captions
3. Create a book or put on poster board
4. Draw, use a computer, and/or magazine collage
5. Elaborate on story and/or make local
6. Try to include an advertisement or graffiti
7. Title your comic and put the pages you covered
8. Use at least 3 different panel transitions

II. Write an essay using myaccess.com

• Write an essay about the bombing of Hiroshima as a significant moment in history. Refer to multiple sources (i.e. articles, books, websites, videos etc…) and perspectives (difference in gender, societal role, background…)

• Your essay should contain quotes and references for the quotes.

References

Although the people of Hiroshima come together as a community in response to the bombing, as victims, they suffer alone. Many references throughout the book, Hiroshima, depict how the people have severe, hideous injuries but do not complain or cry out; they suffer silently (stoically). Hersey suggests that this is a uniquely Japanese characteristic—that Japanese individuals attach great importance to not disturbing the larger group and do not call attention to their own needs or pain. In a well developed essay find specific examples of this Japanese characteristic. First, start essay with a hook, a quote, and/or important statement/question. Then, choose 1-3 of the six survivors that the author Hersey interviewed as representing different perspectives on the bombing. You might try finding examples of when:

Japanese survivors are stoic. (reasons)
• Japanese survivors are stoic because they could be strong and supportive of their country.
• Japanese survivors are stoic because
•

Japanese survivors are stoic. (kinds)
• Japanese religious characters are stoic.
• Japanese
•

Japanese survivors are stoic. (parts)

• Japanese survivors’ attitude is stoic.
• Japanese survivors’
• Japanese survivors’
•

Japanese survivors are stoic. (times)
• Japanese survivors are stoic when they face conditions after the bomb.
• Japanese survivors are stoic when
• Japanese survivors are stoic when
•

[Edit by="kspachuk on Jun 19, 12:20:51 PM"][/Edit]

[Anonymous]

I use songs whenever I can in teaching, attached is a song about President Truman from a CD collection called Of Great and Mortal Men. The collection has a song for each American president, I hear about this on NPR and I bought the cds.

[Anonymous]

I use annotation style summaries of short sections of books. Here is my model attached of pages 13-15 of the book Hiroshima.

[Anonymous]

I have used Hiroshima for teaching sentence variety, author's style, and sentence composing. Attached you will find an example of sentence combining activity from the book. It is a good warm-up, it is an unscrambling activity.

[Anonymous]

As a suggestion for teaching Haiku to middle grade students, I have found it successful to ask students to write Haiku about one another. It may seem silly, but it's difficult to adquately capture a person in 3 lines. It gives the students a chance to better understand the syllable pattern, and they usually have a better appreciation for the Haikus we analyze after trying to create their own.

[clay dube]

Two hamburger ideas, both raised by members of our 2009 summer seminar.

You can look at globalization in many ways, but one of the most interesting is looking at local adaptation of global products/trends. One thing students consider themselves experts on is American fast food.

A great academic reference (parts of which might be adapted for high school students) is Golden Arches East. It looks at McDonalds in Asia. For example, the intro by Woody Watson (he organized the project, his students, now professors elsewhere, wrote on their special areas) includes a great note about a project to acculturate mainland Chinese immigrants to Hong Kong. The culuminating activity is a visit to McDonalds!

Here's an excerpt by our friend and UCLA colleague Yan Yunxiang:
http://www.nytimes.com/books/first/w/watson-arches.html

Note, please, that a second edition came out in 2006. You can see part of it in Google Books and easily buy it online or borrow it from the library.

Here's the Big Mac Index that The Economist publishes. It hints at how well or poorly markets price currencies (but also neglects local market conditions that might affect commodities that are rendered into the hamburger.
http://www.economist.com/markets/bigmac/

Please also note that it's not just McDonalds that has gone global. Yum Brands owns KFC, Pizza Hut, and other chains. It derives the bulk of its growth and profits overseas, especially in China. Your students could study the growth of these chains in China and elsewhere. See if they can see what kind of promotions they run, what sort of advertisements they use, and the extent to which they modify the menu to accommodate local norms and preferences.

US-China Today features an article on this:
http://www.uschina.usc.edu/ShowFeature.aspx?articleID=3945

Finally, it's important to note that there are many more Asian restaurants in the US than Western restaurants in Asia. Perhaps your students could inventory the range of restaurants and food stores within 3 miles of the school. They could also look for Asian foods on the shelves of local markets.

As always, please do share your experiences working with students on topics such as these. Please also share student work.

[Anonymous]

Last year I taught 7th and 8th graders at Sun Valley Middle School. I think that my kids were awesome and were not given the credit they deserve nor the respect. It is hard for many of them to look beyond the world outside their doors because of the immediacy of that world. If they walk down the wrong block they could get shot and I am not exaggerating the situation. They face many hardships and fall into illegal activities for survival and then are treated like criminals instead of being given a way out of the situation. My student population also ran the gambit when it came to English proficiency. Some kids who had lived here their whole lives were stuck in the ESL System unjustifiably. Under those circumstance, I was still able to have my kids work on Arabic script posters; comment on Little Buddha intelligently and ask profound questions; watch Crouching Tiger Hidden Dragon and be impressed not only by the fighting skills displayed but also with the intricacies of the storyline. My kids rocked because they were able to do more than many of my colleagues would give them credit for.

[Anonymous]

There was an awesome article in Wednesday's LA Times on tea:

"At Tea Habitat, tea connoisseurship is taken to the extreme"
August 19, 2009
http://www.latimes.com/features/food/la-fo-teahabitat19-2009aug19,0,4817599.story

It is long (but not too long) and detailed, and talks a little bit about the history of tea and about different styles of tea. It seems like great cultural enrichment for a chinese language class or for a unit on china.

[clay dube]

We heard about this from the LA County Office of Education -- it sounds like something many might utilize. If you do complete the 1 hour training and then get the package, please do post a review of it.

***
Virtual Economics
Complimentary Copy

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Through a grant from State Farm Insurance Companies, the (National) Council on Economic Education has placed all of its materials (over $10,000 worth) on one CD ROM. The CD-ROM allows you to search a database of over 1,200 lessons by grade level, concept, Voluntary National Content Standard in Economics or California economics standards. Then view and print the lessons you want. The CD-ROM also contains multimedia explanations for 51 key economic concepts and a glossary with over 500 economics terms and definitions.

The CD-ROM is available to all California teachers at no money cost. Teachers who go through a one hour online training session will receive a complimentary copy of the CD-ROM. For instructions to register for the training session, contact Bernard Mauricia, Program Director, California Council on Economic Education at [email protected]. Put the phrase, Virtual Economics in the subject line.

[Anonymous]

I have also found that students love haiku. Several years ago I started using "HAIKU REVIEW". Since it is nearly impossible to get most high school students to study college-style for an exam, I started giving them the opportunity to translate their old assignments into haiku. This is especially helpful just before midterm or final exams, which in my classes are all essay. They simply look over their old assignments, notes, quizes, tests, etc. and make haiku. They love the challenge and creativity part. They are also able to expand on the art side by making them look like art. One HAIKU REVIEW for WW2 was written on the silhouette of a Panzer tank, or a haiku for the Cold War on a relica of Sputnik hanging on a string (yep, you guessed it, an empty toilet paper roll 😀 ), and one of my favorites was a haiku about the French Revolution on a rough (very rough) replica of the Bastille made out of graham crackers.
I would enjoy hearing from others if they would like to try this.[Edit by="agalloway on Nov 11, 12:25:19 PM"][/Edit]
[Edit by="agalloway on Nov 11, 12:29:00 PM"][/Edit]

[Anonymous]

I've taught Hwang Sunwan’s short story “Cranes" in the past and I'm now thinking of teaching it and following it with the movie, or at least a clip from the movie, that we saw at Saturday's seminar with two brothers on either side of the demilitarized zone in Korea--unfortunately, I don't remember the name and couldn't find it in the materials we were given that day.

Short stories are good for teaching narrative, plot devices, conflict, characterization, point of view and film could be used simply to compare the treatment of all of the above in a different genre. I don't have the language arts standards in front of me, but I know there is one about comparing genres and the effectiveness of different genres. The story and film could be further supplemented with a news report or article. In yesterday's class someone mentioned the Smithsonian archive of photos--that could be another way of bringing in different genres and comparing--the photos could perhaps function as a Into leading up to reading the story.

Something similar could be done with one of the Chinese stories/books Professor Dube mentioned that were adapted to film-one that caught my attention was Rickshaw Boy.

[clay dube]

The South Korean film mentioned above is JSA -- Joint Security Area. It's a bit melodramatic, but it pounds home the notion that what unites us far surpasses what divides us. It is available from Amazon:

http://www.amazon.com/J-S-Joint-Security-Area/dp/B0009NZ78I

You can probably buy it for less in Koreatown or elsewhere, but be sure you get the English subtitled version (some only have Chinese subtitles). As you saw, there are clips available on YouTube.

I've probably posted a lot more on this in threads on Korea, but for now, you might find this discussion of the JSA (meaning that UN/North Korean jurisdictions overlap) interesting. I visited in 2003 and found it fascinating. That was the 50th anniversary of the end of the Korean War (or at least the end of major fighting, no peace treaty has ever been signed) and National Geographic had good coverage (July issue?). The USO (yes, the USO) organized our tour to the DMZ and JSA.

http://www.lifeinkorea.com/Culture/DMZ/dmz.cfm?subject=jsa#Joint%20Security%20Area%20%28JSA%29 -- the "In front of them all." tagline is everywhere at the military installation there.

(annoying pop-ups at this site)http://www.globalsecurity.org/military/facility/jsa-pics.htm

(US Army site)http://8tharmy.korea.army.mil/JSA/

[Anonymous]

I am a special day class teacher, but my studets really respond to really digging into other cultures. I expand the curriculum by teaching them about art, writing, foods, clothig, etc. It really helps peak their interests.

[Author]

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