China’s Ethnic Minorities |
This lesson module was created for my 3rd grade gifted classes who study Archaeology and the processes thereof; the cultural components that make up a culture (and researching the components of the particular population ---in the past the Anasazi culture). Following the aforementioned -- the country of China -- will be introduced (instead of the ancient native Anasazi Americans). The students will explore China in terms of its location in the world; its neighbors; its geographic features; and its size and population in comparison to the United States. This prior knowledge will provide the background for this lesson module.
As a result of activities in grades K-12, all students should:
1. Understand how to analyze the spatial organization of people, places and environments on Earth’s surface.
2. Understand how to use mental maps to organize information about people, places and environments in a spatial concept.
As a result of their activities in grades K-12, all students should:
1. Understand the physical and human characteristics of places.
2. Understand that people create regions to interpret Earth’s complexity.
3. Understand how culture and experience influence peoples’ perceptions of places and regions.
As a result of their activities in grades K-12, all students should:
1. Understand the characteristics, distribution, and complexity of Earth’s cultural mosaics.
2. Understand the patterns and networks of economic interdependence on Earth’s surface.
3. Understand how the forces of cooperation and conflict among people influence the division and control of Earth’s surface.
As a result of activities in grades K-12, all students should:
1. Understand how human actions modify the physical
Environment.
2. Understand how physical systems affect human systems
Also—HISTORY STANDARD TOPIC 4-(The History of Peoples of many Cultures around the World-Standard 7A)
As a result of activities in Grades K-12, all students should
1. Understand how to apply geography to interpret the past.
2. Understand how to apply geography to interpret the present and plan for the future.
http://www.paulnoll.com/China/Provinces
http://www.maps-of-china.com
http://www.kamleung.com/maps/map_by_province.htm
Chinese Ethnic Minorities
http://www.chinapage.com/map/map.html
http://www.columbia.edu/itc/eacp/webcourse/chinaworkbook/geog/bei_rev.htm
http://www.asiasource.org/profiles/ap_mp_01.cfm
http://www.askasia.org
http://www.chinaonline.com
http://www.travelchinaguide.com/cityguides/
http://www.asinah.net/chinaprovinces.html/
The New Cambridge Handbook of Contemporary China: Colin Mackerras: Cambridge University Press, United Kingdom,2001(pgs xi; 214; 257)
Cultural Encounters on China’s Ethnic Frontiers: Stevan Harrell, Editor: University of Washington Press; Seattle and London;1997 (pgs. 5; 64; 93; 118; 249; 302 )
Cambridge Illustrated History CHINA; Patricia Buckley Ebrey; Cambridge UNIVERSITY Press; United Kingdom,2001 (pgs. 11;295;304 )
The Complete Idiot’s Guide to Modern China ; Vanessa Lide Whitcomb and Michael Benson ; Alpha Books; Indianapolis, IN ;2003 (pg 8 )
Modern China-A Guide to a Century of Change: Graham Hutchings: Harvard University Press: Cambridge, MA ;2001 (pgs. Xiv;-xv;xvi-xvii;26;128;342;434;478 )
The National Geographic Traveler CHINA , Damian Harper; National Geographic Society; Washington,D.C.;2001 (pgs.-inside cover map;94-95; 140-141; 196-197;
258-259;286-287; 310-311 )Understanding China; John Bryan Starr; Hill and Wang; N.Y.; N.Y.; 2001 (pgs. 20; 22; 24; 27; 35; 164; 168)
http://www.columbia.edu/itc/eacp/webcourse/chinaworkbook/geog/rh_ch_ge.htm
http://www.eacp.easia.columbia,edu_China: A Teaching Workbook
http://english.peoplesdaily.com.cn
http://www.sievers.n//visitchina
http://www.asiasource.org
http://www.askasia.org
http://www.asiasociety.org
http://www.asia.com/asiaweek/
http://www.chinadaily.com
http://www.chinaonline.com
http://www.chinaculture.about.com
http://china.org.ch?e-groups/shaoshu
http://www.travellady.com/China5.41Issues.htm
http://www.minzuexplorations.com/
http://www.chinatown-online.co.uk/pages/culture/index.html
http://www.paulnoll.com/China/Minorities/index.html
http://www.e56.com.cn/system_file/minority/e-mu/englis
http://www.imperialtours.net/guizhou-minorities.htm
http://www.peopleteams.orgThe Peoples Republic of China / the Peoples of China
National Geographic Society
A beautiful map on heavy chart paper with one side-China’s physical features/political divisions/and neighboring countries; and on the other side-a map of the geographic locations of China’s ethno-linguistic minorities-Tel# 1-800-638-4077 -$3.00
Tran’s Travels China (1998) Grades 3-6- 20 minutes –geography
http://www.1vn.com
$29.95Big Bird in China (1991) Grades K-4
http://www.afk.com
Catalog# AV550W - $14.95
Fine and Folk Arts of China
Children’s Museum Kit Rental Department
$35/ 2 weeks rental—tel# 1-800-370-5487
http://www.smith.edu/fcceas/china/cvf.htmCATALOG
CC019 The Peoples Republic of China teaching unit Grades K-6
COR001 The Peoples of China Grades K-12
Topographical map and an illustrated map with major regions and peoples therein
¸ CK- 003 China Kit Grades 6-12
15 + items from Contemporary China plus several replicas from China’s past.TOP SECRETADVENTURES: Mayhem on the Mainland
From HIGHLIGHTS FOR CHILDREN 1995; Jeffrey O’Hare; Columbus Ohio—(A puzzle and activity book based on the geographical features; cultural facts and important cities, artifacts and monuments of China, 12 at $8.95 each).
A New History; Rhoads Murphy; Asia Institute Chapter 1 (pgs.1-19)
February 2000 -CHINA – Building a United Multiethnic State
CHART -- Official Distribution of Ethnic Minorities (based on CENSUS July 1 1999)
MAP- XINJIANG ethnic groups
Concord and Conflict-The Hui Communities of Yunnan Society
Wang Jianping: Lund: Student Litteratur 1996
Who Are the Uighur? Chapters 1&2
TABLE I Xinjiang’s Ethnic Groups –source XUARPG 1997
The Population and Size of China and the United States Source-Education About Asia VOL 5 Number I Spring 2000
Defining Ethnicity in China; Steven Harrell, Editor; University of Washington Press; Seattle and London; 1997
The New Cambridge Handbook of Contemporary China: Colin Mackerras; Cambridge University Press, Cambridge, UK 2001
Understanding China; John Bryan Starr; Hill and Wang; N.Y., N.Y.; 2001
Teacher prepared maps (from the websites indicated)
Magic markers and crayons –enough for 15-20 students
20 computers reserved from the computer lab for 2-3 forty-five minute periods
websites on ethnicity in China –book marked on the computers (and also typed for home use)
15-20 highlighters for applicable printed website pages
15-20 poster boards; mailbox cubes; National Geographic Magazines ( for scanning specific ethnic pictures)—gathered in advance by the teacher-
construction paper of various sizes and colors
scissors -15-20
15 packages of glue; 20 pencils
packages of index cards
a criteria assignment sheet for each student
available posters, maps, pictures and books of China
kits of Artifacts –rented and/or acquired by the teacher
Have available in the classroom—books of China, pictures and posters of maps, peoples, scenes of the country; city; geographical features etc. and artifacts.
Have the 3-D map created by students on display for student’s reference.(earlier unit work)
Have example posters of our Components of Culture on display (for future comparisons)
Have copies of the following maps for each student team
¸ Regions of China--- one/student
¸ Chinese National Minorities and major areas of Distribution
¸ Population Density
¸ Agricultural Regions
¸ Chinese Ethno Linguistic groups
¸ China Precipitation
¸ China and its surrounding borders
These maps could be laminated for reuse
Provide a folder for each team
Laminate the 12 maps purchased from the National Geographic Society
Reserve computer lab in advance for 45 minute classes on three different occasions
Bookmark ethnic minority websites at the computer lab
Provide the coloring materials (markers and crayons); poster boards; scissors; glue; construction paper; cube boxes; index cards ; highlighters and pencils)
Order videos and rent artifacts kits for an assigned date (2 week rental)
Choose group teams of 3-4 students
Review regions and ethnic minority groups and select an ethnic minority to research
Determine work roles for the research project (gatherer of materials for---):
¸ Language
¸ Religion
¸ Geographical features of the region; and regional placement in context with China and other borders - (PICTORAL MAP)
¸ Shelter (clothing and housing)
¸ Communication
¸ Economy-means of support
¸ Traditions/cultural festivals, marriage ceremonies etc.
Students should be encouraged to complete a specific assignment or two—and help other teammates towards completion.
DAY ONE
1) Students as a class will view the video TRAN TRAVELS—to see an overview of China geographically (they will reflect on the film and share their interests).
2) Students will read and observe materials from the China books and maps provided and the teacher will chart their information given (my 3rd grade gifted students will select their own materials to read and share why they enjoyed a particular book; -- each of my three classes number 12).
3) Students will divide into teams.
4) Teacher will review the salient points from the 3-D topographical map the students had previously made (teacher may use another map from her own resources – if making the map is too timely).
5) Teacher will distribute maps on regions; population; agricultural areas (one at a time until proficiency in "reading" these maps is reached).
6) Teacher will discuss the demographics of the region and then distribute maps of ethnic minority settlements. Inferences will be elicited from the class teams.
7) Teams will review the ethnic minority groups and their locations and choose a group to research.
8) The teacher will list on a chart -- the ethnic minority groups chosen for class reference.DAY TWO
1) Teams will gather and be given websites to access for their research. The teams will review their specific assignments and responsibilities and then enter the lab with pencils, index cards, and highlighters to begin research (Since these students have been familiar with using the computer and researching on websites - few students will need assistance on learning how to "get to the sites").
2) After the lab time allotted, students will return to class and in their team groups discuss the information gathered; and concerns they have. The teacher will act as facilitator for each group.
3) Printed information will be highlighted and reviewed; notes written on index cards will be refined.
DAYS THREE AND FOUR
1) The students will repeat the process established on Day Two - all the materials gathered and information researched will be kept in the teams’ folders in an easily accessible area of class.
2) There will be flexibility for more research if needed (Since the study of China will be the entire second half of the school year, I will have flexibility for more research).
DAY FIVE
1) Students will team and share information researched (Since each student will have a particular assignment, he /she will report on that responsibility and the group will decide if more information or need of assistance is required).
2) They will determine what data must still be found and how they will prepare a visual presentation.
3) Students will have the class time to discuss, plan and prepare their presentations reminded and guided by the teacher as to what SPECIFIC COMPONENTS OF THE CULTURE MUST BE HIGHLIGHTED IN THE PRESENTATIONS.
4) Materials will be available for the teams to use. As the teacher facilitates, she /he will determine what further amount of class time is required.
DAY SIX
1) Presentations will be shared. Questions will be recognized. General positive comments from the class will be expressed.
2) Written evaluations about a team’s presentation will be encouraged for constructive critiques (based on the criteria established).
3) Each team member will present the area of his/her research.
4) Each student will be charting data (on chart form given by the teacher) about each ethnic group’s presentation.
5) After the presentations have been shared, the teams will review their charts and determine any patterns found among the ethnic groups studied - (were there any similarities or differences?). The findings can be shared with the class.
DAY SEVEN
1) Teams will meet to construct a creative test to give to the class based on their ethnic group studied; i.e. ---"What does our group know is important for the class to remember about our specific ethnic minority group studied?"(The material to be included and suggestions for types of testing assessment will be given to the students to focus on the important sections of their research).
2) The Artifact box will be explored. Each student should have an opportunity to touch and examine the 25 different artifacts on display. Students are to determine the function of each artifact and make inferences as to what region or possibly what ethnic minority would have used it. They may work in teams or individually to do this. Discussion based on observations and inferences will be encouraged (Since students have shared artifacts early on in their study of Archaeology—the tone is set for careful examination and sharing in groups until all the students have seen the artifacts—which will then be displayed for easy reference on a table provided).
DAY EIGHT
1) View the video BIG BIRD IN CHINA (or find another more appropriate video) and share insights.
2) Take the tests prepared as a team and thereafter, each team will share the correct responses.
3) Each student is to write a reflective essay on what they learned about China’s ethnic groups; what activities were the most significant in understanding about these groups and lastly, what websites were most helpful; least helpful or recommended new to the team.
ASSESSMENT(s)
Background review as was instructed in the year’s beginning and assigned to individuals within groups;
THE COMPONENTS OF CULTURE are:
SHELTER
ECONOMY
COMMUNICATION (with the community; the PRC)
GOVERNMENT (how are we ruled?)
LANGUAGE
RELIGION
REPRODUCING CULTURE (family traditions etc.)
Geographical features of the region; the regional placement in context with China as a country and the countries that border the region
Language
Religion
Shelter (clothing/housing)
Economy-way of life
Reproducing culture (traditions, marriage ceremonies, festivals)
Communication (with China central - Isolation?)Each student will submit a question on the area that they had researched
These questions may be in:True or False form
Fill in the Blanks
"Who Am I?"
a map identification
other ideas
A+---all questions were addressed and composed in a creative manner.
A----all components were addressed.
B----most components were addressed and understood
C----some of the components were addresses.
D----questions did not answer the components researched.