Defining Ethnic Minorities in China

Jim Kiehle

Introduction

This lesson would look at the description and location of ethnic minorities in China. This lesson is intended for 9th grade students in a Social-Studies-One course covering World regions from a geographic and cultural perspective. It will take 2-3 88 minutes blocks.

GOALS/STANDARDS

Goals

Vermont History & Social Science Standard 6.13 (Students understand the concept of culture.) Vermont History & Social Science Standard 6.14 (Students understand the tensions between the forces of unity and disunity.)
Vermont Communication Standard 1.8 (Reports: In written reports, students organize and convey information and ideas accurately and effectively.)

http://www.state.vt.us/educ/new/html/pubs/framework.html

Objectives

To understand that China is made up of many groups of people.
To describe cultural characteristics of an ethnic group.
To create a map showing the location of various ethnic groups.

Materials

Computers with internet access, preferably one for every 2-3 students.

http://www.chinaembassy-org.be/eng/11889.html (Copies could be made from this sight and distributed to students. This a Chinese web site with a listing of the 56 minorities.
http://www.travelchinaguide.com/intro/nationality (list of nationality groups with links to descriptions of each one)
Blank maps of China with provinces outlined. One source is: http://www.lib.utexas.edu/maps/middle_east_and_asia/china_pol01.jpg
Student atlas.
Large wall-sized outline map of China. (could use transparency to enlarge and trace a map on poster paper.)

Procedure

Students should be introduced to the concept of ethnic groups, asking them to come up with a list aspects of culture that would indicate ethnicity. Examples could be (borrowing from the ZHUANG lesson) such items as geographic location, customs, foods, clothing, etc.
Have the students read source #1 listed under materials.
Divide the students into groups of 2 or 3, depending on the numbers in class and number of computers available. Divide the 56 ethnic groups among the student groups.
Have each group research their assigned ethnic groups, using source # 2 listed above, or any other sources which they find through their own internet search.
Students should be given outline maps of China, and asked to locate their respective groups on the outline map.
Students should then prepare posters showing significant aspects of each of their groups, which may be displayed and/or presented to the rest of the class.

Assessment

The poster and the map are one means of assessment.
Have each group place the location of their groups on the large map.
In a short essay, ask students to list and describe apparent criteria for the designation of the ethnic minority groups (i.e. language, geographical location, religion, etc).

Extension Activities

Compare ethnicity in China with that in South Africa, India, United States, or other countries that have been studied in our course. (Emphasis on criteria for ethnic divisions)

Using the continuum of patterns of intergroup relations (from Henslin, Down to Earth Sociology, Allyn & Bacon, 1997) indicate how China has dealt with its ethnic minorities (genocide, population transfer, internal colonialism, segregation, assimilation, pluralism).

Notes: One drawback to this lesson may be its heavy reliance on official or officially sanctioned Chinese sources. I would be useful to balance this with other views.