pre-2011 middle school ideas

[Anonymous]

A friend sent me this web site with great comic books. I thought it might be useful. Topics include the saying of Buddah and the complete Analects of Confucius Volumes 1 - 3.

http://www.asiapacbooks.com/group.asp?id=70

Barb

[Anonymous]

During the ancient China unit, my class conducts a mock trial. This lesson was created by Laura Allen, a teacher at Miller Middle School in Cupertino. Every year, I have modified the requirements and procedures, but have found that the students are truely engaged.

The mock trial places Emperor Qin and his advisor Li Si on trial for bookburning and censorship. The students gain background knowledge by reading numerous articles about censorship. Most students are unaware that censorhip exisits and are shocked to find that books, which they have read, have been banned in several libraries in the U.S.

By conducting a classroom trial, the students examine both sides and become passionate about the issue. The trial points out Emperor Qin's accomplishments as well as those things that many consider "evil". The students also gain a knowledge of the legal system in the U.S. compared to that of China.

I am attaching the power point presentation, which outlines the project and standards. If anyone is interested in this lesson, I would be more than willing to share the rest of the details. -Dana Ash

[Anonymous]

I agree, History Alive is amazing. Without it, I don't know where my history curriculm would be. TCI also has excellent interactive notebook ideas. I have found that using a notebook for each unit enhances the curriculum and provides the students with an opportunity for personal reflection.

Information for History Alive can be found on their website: http://www.teachtci.com. I found the seminar to be very rewarding and helpful. I walked away with lessons and ideas that I could use in my classroom the next day.

[Anonymous]

I recently gave a Haiku lesson in my classroom. The students were very engaged because I gave them a great deal of historical background on Haiku. I also stressed the importance of the traditional Japanese form and shared ways it was actually used in thirteenth century Japan. I really feel that having a good background knowledge gave the students the stepping stone to write great traditional Japanese Haiku poems. I have to say that last year, I honestly didn't have a great knowledge base when I taught Haiku, so I stuck to the form and structure of the poem. This year I took it to another level, and much to my surprise so did my students.

[Anonymous]

I ham using the History Alive series and the students love the overhead color transparnecies and also the worksheets that go along with it because most of my students are visual and kinesthetic learners. I think it is a very useful tool to complement the regular textbook.

[Anonymous]

I found the presentation by Prof. Ye from UCR to be very informative on China. He did exhibit mastery about China. However, I think his perspective on other countries - like the nature of the tea cermony of Japan and the 'untouchables' of India - reflected his limitations on understanding of other regions in proper context outside of China.
A good lecture overall and I would't mind listening to him again.

[Anonymous]

I think that is a good idea too. Kinesthetic activities are bery good at helping the students to remember what they have learned.

I took a seminar at the History Conference that was about teaching geography with kinesthetics. Here are some of the ideas I got from the conference:

What you were talking about reminded me of how she described teaching them countries. She would stand in front of the class but face the same way. Then she would say put your arms and up and draw and square! That's Canada. Now put your arms a little lower, and draw a rectangle. That's America. Now down and to the left, draw an upside down triangle. That is Mexico! And that so on. She would have a template on the wall to remind her and the kids... and it would also be a visual to aid their kinesthetic.

Teaching kids North South East and West can be difficult. They often confuse maps and real life... Is North Up? Or is it always to my right? So one idea is to label the 8th grade lawn or the PE field or even the walls on your classroom. After they are labeled which way is which, have the students listen to some music with a good beat... not too loud. They person had a great disc with African inspired music. There would be lyrics, then music, then lyrics, etc. When the lyrics were on, dance with the kids. When the music is on, tell them "Everybody North!". Then everyone walks four steps North to the beat. Then you can randomly call out whichever direction you would like each time. It gives them practice and eventually they remember. Then you can have them do it outside or somewhere else to keep the knowledge that N, S, E, and W don't change. You can also make a race for them like the game "four corners" using N, S, E, and W.

The younger the kids, the more they like it. Sometimes the older ones will surprise you too. I think that the 8th graders that I have this year would not do it. They are too easily embarrassed. However, the 6th graders I had last year, that will be 8th graders next year, would totally do it. They are still hyper as 7th graders. So I think it depends on your group.

I hope some of that was helpful. Have fun!

[Anonymous]

Even better than elevation maps, I like relief maps. Students can feel the texture change with their hands. Unfortunately, the schools are often too cheap to provide enough of them.

However, there are two things you can do. One thing, is to try ordering one large one and using it in a group project that required kids to think about what they feel and see. Another one, is to create your own. For my students, only in 6th grade, it is the IDEA that they need to understand. It does not need to be perfect. I have done this in two ways. The first way, is that I made a model of Egypt with Sculpey Clay. Then I painted it with the Niver River and all. I was trying to help them understand why Upper Egypt was in southern Egypt. It did help. We passed it around during lecture, though a bigger one would have been even better. The second thing I did, was for Greece. We used card stock I had, and I bought some yellow craft sand, and I used cheap foam shapes, but you could also use pebbles, dry macaroni, or shells. We drew the shape on the blue cardstock. Then glued sant to the outline, representing the coastal plains, and then stacked the shapes where there were mountains. The students remember it well, and loved the activity. I also had them do some reflections after. Both of these examples can be done for Asian places, particularly China.

Hope it was helpful! Enjoy!

[Anonymous]

Responding to nventura

That is so true. If I as the teacher have the in-depth knowledge of the subject, I can make the lesson come alive by giving rich background. When I show a little more enthusiasm than usual in the subject, students do get more interested in their learning and the classroom environment becomes much more learner-friendly. I have found, as I finished the poetry lessons, that my students have very shallow knowledge of the forms of poetry. I am learning myself now to revisit the unit later in the year when all the grades are done for 8th graders. I do want them to appreciate the true nature of the different forms of Japanese poetry. This year I have become more student-friendly teacher, allowing a little bit of informal talks here and there.

[Anonymous]

I read a few posts from other people who use the History Alive curriculum. I've also used many of their lessons to teach India and China. I really like their activity on the Silk Road. The students get to act out what trading was like for people on the Silk Road. They also get a birds eye view of how culture, religion, and language were also exchanged as a result of trade.

My students from last year were able to explain the difficulties related to travel and the dangers of bandits and weather. I think it's a great kinesthetic way to introduce the idea of the Silk Road.

My second favorite lesson is the mandala of Hindu beliefs. The students are required to create a mandala in order to illustrate the main tenets of Hinduism. Attached with the lesson is some beautiful portrayals of Hindu beliefs. The students were really able to think of some creative ways in which to illustrate Hindu beliefs. They were also really excited by the idea of karma and being reborn. I told them that if they didn't listen then in their next life they would come back as a lower life form! I think some of them might have believed me!

[Anonymous]

I just started using the History Alive curriculum this year to supplement the regular textbook and I LOVE it! We just finished reading the differences of Confucianism, Daoism and Legalism. The task was to read the sections and answer back to the group using the "style" of the philosophy. They started to have fun with Confucianism, they really enjoyed Daosim (some started getting up out of their seats and some starting drawing on the board) and they really were amazed at the Legalism. (I had wrong answers and troublemakers stand in the back)

There has been talk of adopting this text for our History curriculum next year... I hope it happens.

[Anonymous]

I'm posting a project idea on two threads because one is general and one is specific to the UTLA Fall seminar. I used a website from two classmates (thanks Mr. and Mrs. Zarou!). They are very extensive but I only used bits and pieces to create something a little different. Please feel free to comment.

[Anonymous]

I look forward to trying the Histoy Alive Lesson "Learning About the Three Ways of Thought: COnfucianism, Daoism,and Legalism as a interactive lesson in my class. It sounded like a good suggestion. I looked it up in the lesson guide and it includes "guidelines for experiencing chinese philosophies" in class procedures. It gives the teacher steps for seating arrangments, standards for appropriate behavior, how the philosophy will be learned and how students will demonstrate understanding for each of the philosophies. I think this will be another great way for students to learn this hands on.

[Anonymous]

This lesson is very effective and a lot of fun. Be sure to give yourself plenty of time for it. It is best with a block period... I found it to take about 3 hours (days) with the collages and all.
You and your students will enjoy it!

[Anonymous]

In my middle school, we were recently given a set of reference material from 'Teacher Created Resource' which contains CDs/DVDs and include a variety of titles like 'Medieval Ages', 'The Renaissance', etc. The good part of all this is that the discs can be played as a slide show through the projector or lap top-top-TV monitor. The accompanying music from the period can also be played while the slide show is being displayed. I am planning to use it to create an 'environment' for Renaissance for the class and also set it up as a on-going slide show of the 'Middle Ages' during the forthcoming open house.
The graphics can also be included for power point presentation using selected photos from the resource.

[Author]

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