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AnonymousI recently had my students pick one of four "middle ages" dynasties and come up with a "time travel brochure" as a culminating project for studying the political, economic, and intellectual accomplishments of their dynasty. My objective was to give each of my students an opportunity to explore one of the dynasties in more depth and become an expert on their dynasty. The project helped students to focus on the California standard 7.3 on China with special emphasize on the following:
7.3.2. (Describe agricultural, technological, and commercial developments during the Tang and Sung periods) 7.3.4.(Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty.)
7.3.5. Trace the historic influence of such discoveries as tea, the manufacture of paper,
wood-block printing, the compass, and gunpowder.
7.3.6. Describe the development of the imperial state and the scholar-official class.
I also threw in a parallel timeline exercise where students had to provide the years of their dynasty and in parallel the same years for another civilization with some events that took place. I was happy to see that students were exploring their textbook for civilizations we had not studied yet like Mayan and Aztec and Japan timelines.
My students vary in English ability but I was pleasantly surprised at the results from the assignment. I found good handouts for them to analyze (with my help) the differences between political, economic and intellectual accomplishments. I also found it important to model the folding of the paper and the numbering of the pages to insure that each page of the rubric would be followed.
I have attached my rubric and instructions which I created and at some point I'll send pictures of the brochures in an edit. Let me know what you think and ask any questions.
Anonymoushello. great idea. i recently had my students write tanka poems
this website:
http://www.edu.pe.ca/stjean/playing%20with%20poetry/Hennessey/hennessey.htm
was a great resource.
you can have students search hennessey haiku and click on link if you don't want to type the whole thing.
anyway. so students studied japan's courtier lifestyle. once they learned courtiers wrote poems we accessed the tanka poem website. students then used inspiration from pictures in website , nature, mountains, rivers and trees to write their own tanka poems. i then had the art teacher help me to get students to paint nature scenes based on their tanka poem using japanese water colors. (it is a great medium and we should all try it.) i then grouped students into groups of six. they were asked to present their poems in some sequence. the poem was recited when their painting was showcased. i used a cranky theater but students can just hold their painting while poem is read by someone in group. we also listened to ancient japanese music and groups took inspiration from it to create their own music using simple sticks and bells to create a beat and a rhythm to accompany their presentation. the finished product showcased students tanka poems, paintings, and music. it was a lot of fun and we presented to other classes.
Anonymousi recently used the poem quince (it's in the binder) to create a presentation with music and movement to act out the poem.
we first sat in a circle and talked about the poem and what it meant. then i played some ancient chinese music.
i then asked students to use slow movements set to the music to act out what the poem was about. one student recited the poem, others moved as trees (plum and peach tree), and two others exchanged gifts.
it was beautiful.[Edit by="aaguilar on Feb 21, 5:58:02 PM"][/Edit]
AnonymousA sixth grade language arts standards asks us to teach the difference between myths, legends, fables, and folk tales. With myths, I often get caught in the trap of only using Greek mythology to explain what a myth is. I found a website, though, that shows many creation myths from around the world. It would be interesting to ask students to compare the various creation myths at some point. The Chinese creation myth along with the Chinese pantheon is included for free viewing on "The Big Myth" website:
AnonymousI gave my students the opportunity to go on the website and explore it. While I was walking around I saw that many of them went to different myths that are not so common. They've learnded a lot and they get to use lap tops, since some of my kids don't even have a computer.
AnonymousI'm the actual teacher that Ms. Roston referred to. I've used this novel for the past 7 years and it is a wonderful tool.
This novel takes pace during the early 1910-1930s and refers to several historical events that took place in China. The narrator is a woman who reflects on her life and the choices that lead her away from a traditional role as an upper class Chinese woman.
Her refusal to have her feet bound alters the whole course of her life.
The novel is a great jumping off point to teach about China. It also goes into the various types of Chinese languages, philosophies, gender roles and class roles.
On a side note, I hope to replace my books. They are pretty much falling apart or fallen apart.
Feel Free to contact me.
The novel is Ties That Bind, Ties That Break by Lensey Namioka
AnonymousThis is such a great idea! I was thinking about how to incorporate tanka poems in my unit on Asian Civilizations next year. Using inspiration from pictures could really get the creative juices flowing.
Another idea that came to me ... through Prof. Miyake ...was creating a class "living" tanka poem. She was explaining how in tanka every third addition to the original 17 syllable poem is usually a specific theme or has to happen within criteria. She suggested that, for example, they have to write about the class, the school or the principal to make it fun.
I was thinking of applying the parameters but doing the tanks through a moodle or wiki site to really make it living. It would be great to take to the kids into the comp. lab and have them just flow their ideas together and modify based on criteria established.
Anyway, thanks for the creative energy!
AnonymousLilli came to my class last month and did a great lesson on symmetry. She had the kids fold a piece of red paper and draw the character for good luck. Then cut it out and unfold. She then told the story of how it is displayed upside down. The kids really loved it.
AnonymousOn Friday I had 2 5th grade students who have done some research on the Great Wall come in and share what they learned with the 3rd graders. The kids loved it and had lots of questions. Some of the questions the 5th graders didn't know the answers to so they are going to find out and come back on Monday to share again with the class. It was a great exchange!!
AnonymousThanks great what you did with the kids sharing their ideas. I no longer teach MS, but am glad to hear what is happening with the kids there. Keep up the good job.
AnonymousIn the Teacher Resources section of "Education About Asia" (Winter, 2007 / Pg. 52), there is an entry by Li Fengjin that looked intriquing. She reviewed a public education comic book published in China in 1950 to teach barely literate people about the provisions of the marriage law. It is the story of a poor girl sold into marriage with a brutal man. The translated text provides a good introduction that explains marriage reform as a common goal of both the Nationalists and the Communists. An appendix provides the text of the 1950's marriaage law that mandated freedom of choice in marriage and divorce. Fengjin believes the book will provoke discussion of a range of topics related to marriage customs and Chinese Government attempts to change them.
There was a web site noted - http://www.opalmogusbooks.com
I think the presentation of the information in comic book form would be enough to entice middle school readers to enter a discussion of cultural norms.
AnonymousIn the same periodical is great article for the middle school teacher. The article is entitles, "Did the Middle Kingdom Have a Middle Period? The Problem of 'Medieval' in China's History." This very apt article authored by Keith N. Knapp, is a great question for us in-betweeneers to ponder.
He states how there are great similarities between Medieval China to Early Medieval Europe, primarily the lack of centralized government spanning the entire region.Another similarities, he states, is the amount of cultures interacting at that time, in that area.
What is really interesting is his attention to the dissimilarities. In the end he points towards the middle of the two geographic regions for a way of finding harmony between them all.
I highly suggest the article and am pleased to be subscribed to the journal.
AnonymousThe Scholastic Scope Magazine: Reading, Writing, and Reality for Teens - April 28, 08 issue has a great readers theater play that my students enjoyed. It is a few scenes from the movie, Forbidden Kingdom, coming out this summer. The movie stars Jackie Chan and will be a big hit (so say my students). The main character is sent back in time to ancient China to find a mysterious weapon. He has to joing a group of warriors and defeat a tyrannical leader. It is not exactly true to history, but much of the culture and some history appears to be taken from the past. The pictures in the magazine show some great sets that evoke Ancient China. It sounds like a fun film that many middle school students will enjoy.
AnonymousMy sixth grade classes have been preparing for an expository reading and writing assessment over the last several months. The test requires them to read an opinion article, summarize it and agree or disagree with the author in a well-written essay. I am constantly scanning the paper for appropriate articles, and as luck would have it, I ran across a FANTASTIC article in the January 24, 2008 issue of the LATimes titled "Custody Dispute Over History." Hundreds of bones of Chinese workers too poor to have been buried back in China and other Chinese artifacts were unearthed three years ago while digging the subway tunnel for the Gold Line in Boyle Heights. Now, these items are at the center of an emotional custody dispute. Historians and some local elected officials say they should be carefully preserved and studied in order to build a better narrative of how early Chinese immigrants lived in America. But a local citizen's committee believes the most respectful thing to do is rebury the remains as soon as possible. This article opened up a great classroom discussion of the 19th century Chinese male immigrants who could not vote, marry, own property,or be buried at local cemetaries. Students were able to practice expository writing techniques while learning about Chinese customs and immigration at the same time. I'll use the same article with my classes next year. I'm sure it may be found in the LATimes archives.
AnonymousFor 7th grade students studying the Ming and Qing Dynasties, this is a good site to explore.
The Asia Pacific Museum has an online exhibit called "Rank and Style: Power Dressing in Imperial China." It is available in either html or Flash Index. The backgound information is not too dificult for students to comprehend. Maneuverability within the site is simple and straight-forward.
After a brief introduction about the history of the badges, the student can enter one of five folders. The first, "Dragons and Phoenixes: Badges for the Imperial Family" includes 28 images. Each image can be enlarged. A short description accompanies each image.
The images are colorful and enlarging them does not take away from appreciating the detail because the focus function of the Flash keeps the image clear. One can see the individual threads and the color combinations of the embroidery. Examples of the symbols, the crane, clouds, the deer, are shown with a brief description. The eight Buddhist emblems are beautiful in red and blue. The eight immortals attributes are labled as are the five poisons: toad, lizard, centipede, snake and scorpion. One can search the emblems for the symbols.
The dragons emblazoned on the Emporers' robes are spectacular. Rank badges for the military feature lions and tigers and the symbolic meaning is explained. Civil Officials, the mandarins, had 9 ranks represented by birds. Each badge is explained and the rules of behavior by rank of the mandarins is delineated. Did you know that mandarins could not walk? They were required to travel by sedan chair and with an appropriate number of attendees, sometimes as many as 50.
This is an interesting site to share with students. It could easily be tied into an art project, a written assignment, or a posterboard presentation.