Yaks, Yurts, and Yogurt: A Look at China's Autonomous Regions

Kathleen Cietanno

INTRODUCTION

Intended for middle school students studying China in social studies, this lesson introduces the five autonomous regions with an emphasis on geography. The teacher uses three overhead maps to show the nations that border China, the major rivers, and the deserts and mountains which isolated the autonomous regions. The teacher then demonstrates how to observe a photograph from a geographic perspective. Students are divided into five groups to learn about one region. Each group will study one striking photograph that shows the environment, and one that shows a minority person from that area. They will then research the region, describing climate, elevation, and agriculture and the minority people who live there, filling out a worksheet as they go. Their research includes books and an informational website. Each group presents to the class, showing their photos and reporting what they found out about the region. As each group presents, the rest of the class fills in their maps, indicating where the autonomous regions are and taking notes. The lesson should take two one-hour classes to complete.

Goals

Geography Standards

The World in Spatial Terms

1. Understands the characteristics and uses of maps, globes, and other geographic tools and technologies.

http://www.mcrel.org/compendium/Standard.asp?subjectID=8

Human Systems

12. Understands the patterns of human settlement and their causes.

http://www.mcrel.org/compendium/Standard.asp?subjectID=21

Thinking and Reasoning Standards
Effectively uses mental processes that are based on identifying similarities and differences.

http://www.mcrel.org/compendium/Standard.asp?subjectID=21

Objectives

To use geographic tools such as physical and political maps to interpret how geographic features influenced human settlement in China.
To identify the five autonomous regions and the minority people who live there.
To compare and contrast the climate, elevation, geographic features and agriculture of each region.
To understand that all Chinese people are not alike, but are made up of many different ethnic groups.

Materials

One class size set of student desk atlases
One set of encyclopedias suitable for middle school students
Library books on China (at least ten)
Five copies of each worksheet on the five autonomous areas
One set of transparencies that can be made from maps at http://www.columbia.edu/itc/eacp/webcourse/chinaworkbook/geog/overhead.htm
Copy the following maps: Surrounding Nations, Major Rivers, and Mountains and Deserts. Make transparencies of each map. Make enough copies of Mountains and Deserts for the class.
One overhead projector
Five computers with Internet access. If one computer screen can be projected to enlarge images, it would make presentations easier to see.
Chalkboard and chalk

*Optional: "The Peoples of China" a map available from National Geographic (October, 1982) which shows ethnic people of China in their native costumes, and where they live.

Websites

http://www.paulnoll.com/China/Minorities/index.html
http://www.chinavista.com/experience/index.html
http://library.thinkquest.org/20443/provinces.html
http://www.synaptic.bc.ca/gallery/kashgar.htm
http://www.scheuwly.com/tibet/lhasa/nasagal.htm

Yaks, Yurts, and Yogurt: Teaching Procedures

Preparation

1. The teacher should go to http://www.columbia.edu/itc/eacp/webcourse/chinaworkbook/geog/overhead.htm This website has a series of maps that can be printed and made into overheads. The following maps will be needed: Surrounding Nations, Major Rivers, and Mountains and Deserts. Each map is designed to overlay the previous one. Make enough copies of Mountains and Deserts so that each student has one.
2. The teacher should gather desk atlases, encyclopedias, and library books on China.
3. The teacher should copy five of each worksheet on the autonomous regions.
4. If five computers with Internet access are available, each group can access the websites listed on the worksheets. If five are not available, groups will have to be staggered.
5. The teacher should devise a plan on how to divide the class into five groups, one for each autonomous region.
6. If one of the computers could be hooked up to a projection device, it would facilitate the group presentations.

First Day Procedure

1. The teacher should introduce the concept that China has five autonomous regions made up of largely minority peoples who are different from the Han people. Ask the students to close their eyes and picture a Chinese person; chances are good that they pictured a Han. Explain that there are many different people in China who look quite different from the Han majority, and who have distinct languages and cultures. Autonomous means independent, but the regions are under China's control.
2. Show the overhead outline map of China and remind them that China is a huge country, roughly the size of the United States. Overlap the Major Rivers map and point out that most of the population lives in the eastern part of China, where the land is suitable for farming. Overlay the Mountain and Deserts map and point out major features. The autonomous regions, except for Guangxi, are near the borders of China. Point out the autonomous regions. Discuss how the regions are cut off from the rest of China by rugged terrain. Since the minority peoples in these regions were isolated, their culture is quite unique.
3. Since students will begin their investigation with a photograph of the environment, the class should practice looking at a photo from a geographic perspective. Any photo of a region could be looked at as a class, but a particularly striking one can be found at http://www.bc.ca/gallery/hamtr.htm. This is a picture of railroad tracks cutting through desolate gravelly desert, with nothing else in sight for miles. Encourage students to observe closely any clues to what the environment is like. Have them suggest adjectives that describe the photo and write them on the board. Ask them to describe the photo paying close attention to geographic features. Have them guess where the picture was taken.
4. Divide the students into five groups, assigning one autonomous region to each. Give each student a handout about his or her region. Each group should start by accessing a photograph from a website listed on their worksheet. As students fill in the worksheet using the resources gathered and the Internet sources ask them to think of the bigger picture: In what ways do these people differ from the Han? How did their environment effect them? What customs make them unique? Do they speak Mandarin? Why is it important for us to know about them?

Day 2 Procedure:

1. Students should continue their research, but give them a definite time to stop.
2. Groups should prepare a short presentation on their autonomous region, beginning with the photographs they used, and continuing with some of the information they discovered.
3. Groups should present, hopefully using projection so that the whole class can see the photographs as they are discussed. Each group should point out the location of their region. The rest of the class should take notes, and fill in their maps of China as they go along.
4. As closure, ask each student to think about their minority people; in what ways did their geographic location cut them off from parts of China? Do you think that being isolated affected their culture? With many tourists now visiting the autonomous regions because of their unique customs, do you think it will bring change to these areas? Students answers could be written and handed in, or it could be a general class discussion.

Assessment

Scale I: Group and Collaborative Learning (20 Points)

Exceptional Achievement Almost all students enthusiastically participate Responsibility for task is shared Students reflect awareness of others' views and opinions and include references to other opinions or alternatives in presentation and answers Questions and answers illustrate forethought and preparation	17-20 points
Superior Achievement Students show adeptness to interacting At least 3/4students actively participate Lively discussion centers on the task	13-16
Commendable Achievement Some ability to interact At least half the students confer or present ideas Attentive reading of documents and listening Some evidence of discussion of alternatives	8-12
Rudimentary Achievement Strong reliance on spokespersons Only one or two persons actively participate Sporadic interaction Conversation not entirely centered on topic	5-9
Minimal Achievement Exclusive reliance on one spokesperson Little interaction Very brief conversations Some students are disinterested or distracted	1-4

Source: California Assessment Program, California Department of Education
The Rubric Bank http:/intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_bank.html

Extension Activities

Have students find newspaper or magazine articles that cover minority issues in the autonomous regions of China. There is much controversy about the Chinese government's handling of the regions. Students could explore the official government position on minority people

Http://www.columbia.edu/itc/eacp/webcourse/chinaworkbook/society/constit.html

and they could compare it to what is happening in the region today. Independence movements in Xinjiang and Tibet could be studied and debated. They might want to hear about the independence movement of native Hawaiians against the United States just for a different perspective.

Students could be given time to find their own favorite pictures of geography and faces of the autonomous regions by using a search engine.

Guangxi Worksheet

Geographic Photograph

Go to http://www.china.org.cn/features/photos/guangxi/gxview.htm#d
Select one photo that shows the environment clearly. Click on the photo to enlarge it. (It will take a minute to load)

1. Describe the photograph from a geographic perspective. What does it show you about this place?

2. As a group, brainstorm adjectives that fit the photo. Choose five of the best ones and write them here.

3. Can you predict the climate from the photo?

People Photograph

Go to http://lennon.pub.csufresno.edu/~vc032/Miao.html

1. Describe the photo. How are the people dressed? Do you think this is how they dress every day? Do they look Chinese?

Facts about Guangxi

Record your answers on the back of this sheet.

1. Find Guangxi in an atlas. What countries or provinces or bodies of water surround it? What is the capital? What are two other cities?

2. Using an encyclopedia or a book on China, find the following: What are some of the minority people who live here? What is their language?

3. Go to http://library.thinkquest.org/20443/provinces.html Select Guangxi and read about the region. What is the climate like here? What are some of the crops that can grow here? Are there any geographic features that cut this area off from the rest of China?

Inner Mongolia Worksheet

Geographic Photograph

Go to http://www.org.cn/features/photos/niemenggu/neimenggu.htm
Select one photograph that clearly shows the environment. Click on the photo to enlarge it.

1. Describe the photograph from a geographical perspective. What does it show you about this place? Record the caption, if there is one.

2. As a group, brainstorm adjectives that fit the photo. Choose five of the best ones and write them below.

3. Make a prediction about the climate from viewing the photo.

People Photograph

Go to http://www.paulnoll.com/China/Minorities/index.html
Click on Mongolian and choose one photograph.

1. Describe the photo. Notice how the person is dressed.

2. Notice the background. What are their surroundings like? Are there any clues to what life is like there?

Facts about Inner Mongolia

Record your answers on the back of this sheet.

1. Find Inner Mongolia in an atlas. What countries and provinces surround it? What natural features are there?

2. Using an encyclopedia or a book on China, find the following: What minority people live there? What is their language?

3. Go to http://library.thinkquest.org/20443/provinces.html Scroll down and select Inner Mongolia. Read the article about this region and answer the following: What is the climate like? What is the capital? What do they eat? What would you like to see there?

Ningxia Worksheet

Geographic Photograph

Go to http://www.imachination.com/ningxia.htm
Select one picture that clearly shows the environment.

1. Describe the photo from a geographical perspective. What does it show you about this place? Record the caption, if there is one.

2. As a group, brainstorm adjectives that fit the photo. Choose five of the best ones and write them here.

3. Make a prediction about the climate, based on the photo.

People Photograph

Go to http://www.paulnoll.com/China/Minorities/index.html
Click on Hui. Select one picture.

1. Describe the photo. Notice how the person is dressed. Do they look Chinese? What are they doing in the picture?

2. Notice the background. What are the surroundings like?

Facts about Ningxia

Record your answers on the back of this sheet.

1. Find Ningxia in an atlas. What countries or provinces surround it?

2. Using an encyclopedia or a book on China, find the following: What minority people live there? What is their language? What is the climate like? What do they grow there?

3. Go to http://library.thinkquest.org/20442/provinces.html Read about the capital; what is its name and what is it like there? Read about the Ningxia Plain; why is it so important? What tourist attraction would you like to see in this province?

Tibet Autonomous Region Worksheet

Geographic Photograph

Go to http://www.scheuwly.com/tibet/lhasa/nasagal.htm
Select Nam-too, look at the six photographs and choose one that shows the environment clearly.

1. Describe the photo from a geographic perspective. What does it show you about the environment? Record the caption if there is one.

2. As a group, brainstorm adjectives that fit the photo. Choose five of the best ones and write them here.

3. Make a prediction about climate of this place.

People Photograph

Go to the same website as above and click on Lhasa on the left side of the screen. View the slide show by scrolling to the bottom of the screen and clicking on 2. The pictures take a minute to load. Choose one photo that shows a person. The photos scroll slowly, so pay attention.

1. Describe the photo. Notice how the person is dressed. Does the person have Chinese features? Are they doing anything in the photo?

2. Notice the background. What are the surroundings like? Are there any clues to what life is like there?

Facts about Tibet

Record your answers on the back of this sheet.

1. Find Tibet in an atlas. What countries or provinces surround it? What natural features do you notice? How would that effect the people who live there?

2. Using an encyclopedia or a book on China, find the following: What minority people live there? What language do they speak? What is the climate like there?

3. Go to http://library.thinkquest.org/20443/provinces.html Choose Tibet, and read about the region. What food are they able to raise there? What special challenges does the geography present? What would you like to see there?

Xinjiang Worksheet

Geographic Photograph

Go to http://www.synaptic.bc.ca/gallery/hamtr.htm
Select one photo that shows the environment clearly. Click on the photo to enlarge it.

1. Describe the photograph from a geographic perspective. What does it show you about this place? Record the caption, if there is one.

2. As a group, brainstorm adjectives that fit the photo. Choose five of the best ones and write them here.

3. Make a prediction about the climate there.

People Photograph

Go to http://www.synaptic.bc.ca/gallery/kashgar.htm
Select a photo that shows people.

1. Describe the photo. Notice how the people are dressed. Do they look Chinese? What are they doing?

2. Notice the background. What are their surroundings like? Are there any clues to what life is like there?

Facts about Xinjiang

Record your answers on the back of this sheet.

1. Find Xinjiang in an atlas. What countries or provinces surround it? What is the capital? What are two other cities?

2. Using an encyclopedia or a book on China, find the following: What natural resources does Xinjiang have? How far is Urumchi from Beijing? What geographic features are here?

3. Go to http://library.thinkquest.org/20443/provinces.html Select Xinjiang and read about the region. What language do the Uyghers speak? Why does the climate there present problems? What kind of crops do they raise? What do they eat? Why do you think they are so different from the Han Chinese?