||Ethics and Chinese Thought
||The great traditions of China continue to play a prominent role in establishing values and behaviors for the Chinese people around the world. These lessons, written by teachers, are taken from Spotlight on Confucius: Chinese Classics and Cultural Values. They look at the cultural values inherent in Chinese classics. The Analects of Confucius as translated by D. C. Lau (Penguin: London, 1979) is the foundation on which the lessons are based. Due to copyright laws the work could not be excerpted, but all references are cited to this version. Five activities!
||Around the World in Ten Days
||The objectives are to acquaint graduate students of education, social science and history with sociological, anthropological, geographical and historical approaches to the human experience between 10,000 BCE and 1500 CE, and to make the student-participants critical readers of ancient texts.
||How Does a Culture Show Its Face to the World?
||By examining both traditional practices and contemporary protocol, fundamental values of Japanese society can be ascertained. The bathing ritual, the ancient custom of cormorant fishing and the modern Japanese department store provide the context for these lessons. They are taken from Spotlight on Japan: Continuity and Change, a curriculum guide developed by teachers who traveled to Japan. Three lessons!
||An Introduction to the Japanese Language
||Does understanding a language help us to better understand a culture? Focusing on this question, this lesson aims to help students construct generalizations about Japanese culture based on linguistics. The lesson is taken from Spotlight on Japan: Continuity and Change, a curriculum guide developed by teachers who traveled to Japan. Complete lesson!
||Ramayana, An Enduring Tradition: Its Text and Context
||For the past two thousand years the Ramayana has been among the most important literary and oral texts of South Asia. This poem provides insights into many aspects of Indian culture and continues to influence the politics, religion and art of modern India. During a 1997 summer institute, program participants designed related material to provide an entry for teachers and students into the study of this tradition. The institute was funded by the National Endowment for the Humanities; the American Forum for Global Education and Syracuse University collaborated on the program.
||Ramayana, Connecting Communications Arts and Social Studies
||Most communication is oral, not written, and while the written word has been extolled in western culture, humans are basically an oral species. Ramayana, the 2500 year-old epic that helped to define Indian values and life can serve as a lens to fully explore the subcontinent. By examining oral literature, the relationship between oral and written literature and the role of a performance, students will discover how oral tradition transmits culture from one generation to the next. These lessons are taken from Spotlight on Ramayana: An Enduring Tradition, a curriculum guide published by the American Forum. Three lessons!
||Water: A Key to Understanding India
||To understand India it is important to understand its dependence on the monsoon. The purpose of this lesson is to help students see the overriding significance of the monsoon and the impact of the rains upon all facets of life in South Asia. This lesson is from a curriculum guide entitled, A South Asia Curriculum, Teaching about India. Due to copyright laws, not all the readings are included here, but are cited.
||An Issue of Identity: Nationalism
||This lesson is from a curriculum guide entitled Spotlight on the Muslim Middle East: Issues of Identity. In "rethinking" the Muslim Middle East, this guide looks at different vantage points and themes in the geographic region stretching from Central Asia to the Emirates, to India through North Africa. This example examines the issue of nationalism through national anthems, poetry, television programming and contemporary writing. Due to copyright laws, not all the readings are not included here, but are cited.
||Latin America in A Contemporary Context
||What should educators teach students about Latin America? To understand today's Latin America, teachers must first have a firm understanding of Latin America's past. Here we have tried to summarize how Latin America should be viewed in today's global world, and to highlight some strategies for teaching. Three complete lessons!
||Japanese American Experience: A Way to Look at Global Education - ISSUES #147
||Many insights about teaching global education can be gained from the exploration of the Japanese American experience. Being aware of one's own perspective as well as the perspective of an immigrant group, e. g., Japanese Americans, is an important component of studying American history and culture. Through the examination of Japanese Americans in pluralistic America, students should discover that the culture, identity, and history of any group in America is influenced by a mix of
||Ideas for Developing Activities Focusing on Communication
||Young people in the 7-9 grade age group tend to be very self-oriented as they begin the trials of adolescence. Suggested here are ways to use this interest in self to increase the students' awareness of how they communicate and appear to others. The activities fit into the journal keeping and autobiography projects that are part of the language arts curriculum for this level. Increased self knowledge will enhance the capacity to make creative personal decisions regarding one's own lifestyles and perceive and identify long- and short-term consequences of individual and group decisions.
||In the 4-6 social studies curriculum, you will encounter some examples of cross-cultural communication. You can build upon them as examples of barriers to understanding or acceptance of culturally diverse people. The following suggestions can help students develop progressively deeper levels of cross-cultural awareness, and to see cultures - including their own - within a frame of reference relatively free of ethnocentric bias.
||The activities in this lesson are designed to increase student awareness of some of the problems and possibilities involved in learning to communicate with others. They will examine what is involved in "knowing" other people, delve beneath the superficial, and begin to perceive that good communication is not only a challenge but a necessity. Complete activity!
||Comparing nations or world areas is difficult; more challenging still when comparing highly technologically-developed nations like the United States with nations that have not as yet achieved equal levels of wealth or technology. This lesson will show students that many of the conflicts, problems and achievements of modern Africa have their parallels in U. S. history at an earlier date.
||Signs in Our Life: Guides or Orders?
||Students (indeed, all citizens) are constantly confronted with permissions or prohibitions evidenced in the multiple signs that abound in our society: road signs; directional signs; advertisements; etc. Sometimes these seem to be "ordering" us around, while others may appear to be so simple as to be obvious, and, therefore, unnecessary. The goal of this activity is to provide a way to talk about community rules and why we have them.
||"Speaking" with Our Bodies
||Whatever the culture base, human emotions have a way of being translated by facial expressions and body mannerisms. The goal of this activity is to make students aware of the expressive use of the face and body in a variety of situations, and to have them recognize that such expressions are universal in nature.
||Lessons of the Vietnam War
||This sampling of material was adapted with permission from the Center for Social Studies Education which promotes more and better teaching of the Vietnam War, its lessons and legacies. These activities will help sensitize students to cultural differences, provide them with insights into US policy in Vietnam and with a perspective which will challenge their ethnocentrism in viewing their own culture and the contemporary world. Four activities!
||Technology in the Classroom - ISSUES # 142
||The Internet can be a valuable resource in giving teachers and students a global perspective. It can bring experiences of other cultures vividly into the classroom. The possibilities are potentially endless. The activities included here introduce using the Internet as a primary source for research. Three activities!
||A Global Perspective on Fast-Food History
||These seven activities use food to help students understand global connections in both historical and present settings. The food products commonly eaten by adolescents in the United States, cheeseburgers and colas, can be considered principal symbols of 20th century America. They have had profound effects on political and economic affairs here and throughout the world, and will likely continue to influence the work for the foreseeable future. Seven activities!
||Comparing Cultures and Modernization
||In studying the cultural patterns of a particular society, it is necessary for students to realize the increasing interdependence of all societies. In broadest terms this means analyzing how a society is involved in the emerging global systems. Given here are discussion points and questions addressing the problems/prospects of modernization as a world concern, and the emergence of a global culture.
||Indigenous People: A Human Right to Exist
||The United Nations, in recognition of the vital role that indigenous peoples play in many world regions, declared 1993 the Year of the World's Indigenous Peoples. The declaration was intended to give indigenous peoples an opportunity to call attention to their cultures and to the discrimination and disadvantages they face. The overall objective for this lesson is that students will understand the concept of an "indigenous people" and locate them in the various world areas.
||Establishing A New Nation
||In the early days of the United States the leaders took charge to establish priorities as to the political, social and economic directions the new nation would take. This process of developing priorities, and a plan to carry them out, is loosely called allocating the country's resources to enable it to grow. This lesson will lead students to understand how a new, or newly developing, nation grapples with the task of establishing itself and its place among the nations of the world.
||Developing World: How Do You Determine It?
||Whenever one refers to a nation as "developing" or "Third World" or "less-developed" or "under-developed," this implies that other nations must be "developed." This activity assists students in understanding that all nations exhibit some characteristics that people normally associate with the term underdeveloped. In addition it will help them see that if one looks closely at a nation considered not yet developed, it is possible to find good things that are often lacking in so-called developed nations.
||World Issues: Whose Side Are We/They On?
||In the globally connected world in which we live, many issues, political, economic and religious, etc., sometimes divide peoples both within a nation, between two nations or among nations in a regional or world area. Whatever the cause, people around the world find themselves involved, if only peripherally, because of the interconnectedness of global economies and political alignments. The goal in this lesson is to develop in students the ability to identify significant and meaningful issues as they peruse the newspapers, periodicals, television or Internet sources.
||Myths of Hunger
||In the 1990s, enough food was produced to provide every person on earth with an adequate diet. However, not all have access to these food supplies. It has been estimated that the number of hungry people increased to more than 550 million people in the 1980s. The purpose of this lesson is to get students to realize certain
||Tobacco Habit: Marketing and Morality
||This activity brings awareness to students about the relationship between the marketing strategies of multinational companies and the moral issues involved in the export of potentially damaging products.
||Women, Literacy and Development
||In spite of the fact that most development agencies identify women's literacy as the single most important factor in development, one out of every three women in the world cannot read and write. This activity assists students in understanding that women's literacy is an important factor in development in any society.
||Schools De-mining Schools
||In collaboration with United Nations officials, the American Forum for Global Education developed these lesson plans to educate and involve teachers and students in the issue of landmines and their destructive powers in developing countries. They are a part of a larger project of the UN CyberSchoolBus entitled Schools De-mining Schools. Complete Activites!!
||Space and Behavior
||Using Japan as an example, this simulation will help students grasp the link between space and behavior, and the need to cooperate for survival. The activity is taken from Spotlight on Japan: Continuity and Change, a curriculum guide developed by teachers who traveled to Japan . Complete activity!
||International Conflict the Media
||This curriculum guide, International Conflict and the Media, broadly examines the relationships between the media and the military during wartime. The intent is to expose students to the strengths and weaknesses of different media and to teach them to analyze, understand and challenge the ways in which their opinions can be manipulated. The guide examines the historical context of the American media and international conflicts, and focuses on the Gulf War as a case study. Twenty-five activities!
||Confilct in a Terrarium
||Children are subjected to a constant barrage of conflict on television, in the newspapers, and, oftentimes, in real life. This conflict often depicts violence and bloodshed, giving the students the impression that conflict is abnormal and wrong, when, in fact, much conflict (competition) that occurs daily in plant and animal lives is natural in any environment. While some conflict is normal in everyday human life, students need to realize that in some cases, the search to fulfil human needs can also trigger serious conflict.
||The Road Game is about competition and cooperation, teamwork and chaos, perception and misperception, communication and conflict resolution. It is a game about the many ways that people interact when they are members of teams and have a job to do. Complete activity!
||Choosing a Site
||This simulation involves the location of a housing project. It provides an opportunity to help develop students' abilities to respond constructively to events through analysis, decision making, and oral and written communication. Conflicts of many sorts are built into the activity. Students must analyze these conflicts, research the different positions their role characters might take, decide on the most effective arguments, and try to persuade others to accept a settlement. Complete activity!
||Transnational Pollution: Why Are You Dumping on Me?
||This lesson introduces the grandest and most threatening problem of the global environment - transnational pollution. The flow of pollutants across national boundaries has confirmed that pollution does not recognize geographical boundaries. Clearly, environmental degradation in one country can spread to another, reconfirming that now more than ever, the health of the global environment is the responsibility of all nations, whether vast or small, rich or poor. The purpose of this lesson is to make student aware that an incident in one nation may well have serious environmental consequences for other nations.
||Civil Society and Sustainable Communities
||Designed for the YWCA of the U.S., these adapted activities focus on actual case studies of sustainable community initiatives. The first activity guides students in a discussion about the terms "civil society" and "sustainable community" to understand how the two terms are related. In the second activity two case studies (one urban and one rural) are used to apply the ideas discussed in the first activity to real-life situations. Two activities!
||Environmental Issues--Natural and Human Geography
||This extensive activity explores the advantages and disadvantages of building the largest dam in the world along the Yangtze River's Three Gorges. This plan has generated much discussion among environmentalists, historians, and sociologists alike as the potential impact on the entire country is immense. Depending on the application, this lesson has multiple activities and may include research, debate, and role play.
||New Frontier in Brazil: People, Progress and the Environment
||This case study is designed to help students deal with the environmental questions of a larger controversy. The study describes the situation in the Amazon and discusses some of the advantages and disadvantages of developing the region. Students are asked to evaluate the impact of a changing environment on a society and its culture, and to deal with the concept of
||Energy Policy: A Decision-Making Simulation
||This simulation can serve as a beginning exercise in an examination of the national and global energy issue. It provides the students with a task to accomplish in groups. Students begin to gather the kind of data they need for an in-depth analysis of humankind's use and misuse of energy. The directions provide a framework for completing the task successfully while permitting instructor and student ingenuity. Complete activity!
||Ocean Resources Game
||The Ocean Resources Game provides an opportunity to explore the potentials for cooperation and conflict that have existed in relation to control of the seas. The situations the students will encounter reflect some of the major issues which have been at stake in the use of the world's seas. Through playing roles of decision makers of various nations, students learn about issues and positions involved in exploiting the wealth of the sea, including minerals, oil, and fish. Complete activity!
||Closed-System Game: An Urban Planning Simulation
||Planet Earth is a closed system -- all living things depend on the same thin life-giving envelope of land, air, and water. What is the carrying capacity of the planet? In this simulation, students will deal with this question in terms of "planning" -- not only to achieve a better quality of life, but also for survival. Can we plan for a decent standard of living and still protect the quality of our environment? Complete activity!
||Interdependence As A Concept Approach to Environmental Education
||This unit will suggest ways to use existing course work to develop better understanding of population and other environmental concerns through the concept of interdependence. Material will help students understand the nature of systems and to apply this knowledge to familiar object and relationships. Complete activity!
||Human Rights Here and Now
||Lessons from Amnesty International.
||China s Changing Economic Concerns
||This lesson provides an excellent introduction to China s complex economic transition using a variety of data analysis. Includes two student worksheets and useful background information for teachers on China's industry, agriculture, and general economy.
||Issues of Geography
||This lesson focuses on issues of migration and immigration related to China's geography. Mass migration in China, due to economic transition, is changing the face of cities and villages throughout the country. Good interdisciplinary lesson with links to relevant literature and statistical data on rural and urban China.
||Confucian/Taoist Influence on Life in China
||Using textbooks, videotapes, maps of China, Chinese Calendar and Handout sheet, the following two lessons introduce students to the concept of Taoism and Confucianism. These lessons can be done together as a short unit, or separately related to belief systems. When the lesson is used as a unit the students should be able to clearly identify differences and similarities between the two philosophies.
||Democracy as a Value - A Great Irrelevant Wall
||Using the American model of democracy as a ground for comparison, the lesson explores the question of democracy as an absolute value for societies like China. Through reviewing the features of the American democratic system, analyzing current news reports on China, and contrasting Chinese view of democracy with our own, the students should be able to hypothesize about China's political future.
||Current Enviromental Challenges in China: Comprehensive Examination in English
||This lesson covers current Environmental Challenges in China. It can be used in classes of English, Social Studies and Sciences. Its format is structured to meet the New Standards in English required by the State Education Department and may be used in Regents preparation.
||Global Africa in the Classroom - ISSUES #159
||For many years studies and texts about Africa have been guilty of some erroneous ideas about the continent. While the available instructional texts and materials have improved somewhat in recent years, there is reason to believe that some of those misleading ideas have real life in classrooms across the nation. Scholars have identified as the primary mistaken approach to the study of Africa is to continue to treat Africa and its nations as if they were still colonial objects, and not as prime actors on the world stage. Trying to reverse ingrained prejudices and misperceptions is a very difficult job indeed. Four strategies included here are aimed at this.
||Can You Recognize Democracy When You See It? - ISSUES #162
||This unit puts the question of “what is democracy” into an international context. Focus is on what constitutes a free election and asks if a free election is the only benchmark of a democracy. Students will work with excerpts of articles that discuss what components are necessary for a government to identify itself as a democracy. They will explore and discuss the challenges of constitutional, parliamentary and other forms of democracy.
||Science Advances that Changed Our Lives -ISSUES #161
||This lesson acts as a discussion starter to introduce students to the ways in which science/scientific discovery has affected—indeed, changed—our lives. The interconnections of scientific advances and culture are explored through a brief reading, a categorizing exercise, and class discussion.
||World Concerns and the United Nations
||Teachers today face the challenge of preparing young people for the uncertain world. Lessons here are taken from World Concerns and the United Nations: Model Teaching Units for Primary, Secondary and Teacher Education. This new publication of the UN is intended to assist teachers in this essential, stimulating but not always easy task. Six complete units!
||This lesson focuses on foreign currency exchange in the global economy. It is designed to make students aware of international monetary transactions, and to show them how the jobs they hold, and the purchases they make in their local community are affected by the foreign currency exchange market. Three Activities!
||How Do We Analyze A Global Issue
||Analysis of global issues follows a pattern that can become a model for lifelong learning. Rather than teaching students a body of knowledge which may soon become outdated, we can provide them with tools to locate and evaluate new information. The major goal of this activity is to provide students with such an analytical tool by which to examine any global issue.
||World Trade Organization - ISSUES #160
||Three activities aimed at helping students to understand the WTO. Students will examine their ideas about trade through opinion, discussion, research and debate. Terms and phraseology are included to facilitate discussion
||Rethinking International Relations-A Teaching Strategy - ISSUES #157
||This unit directs students to analyze the forces that are likely to shape international relations in the 21st century. They will identify the values and assumptions integral to the debate about the evolution of the international system, and to clarify their views on the future of international relations. Because this unit is at a relatively sophisticated level, it is necessary that the teacher will have provided some basis for the lesson by reviewing with students the changing nature of the international scene between 1900 and the advent of the Cold War in the post-WW II era.
||Statelessness in a Global World - ISSUES #153
||Based on provided readings and using the crisis in the Balkans of the late 1990s as an example, students will address various aspects of statelessness—what it means; how one becomes stateless; the process of re-identifying “identity-less” people.
||Global Teaching Tips
||H. Thomas Collins of Project LINKS, The Elliot School of International Affairs at The George Washington University developed these activities, teaching tips, hints and "how tos" over a long career of working with teachers. They can be used in conjunction with world or area studies, world history, global studies and geography curricula. 32 activities!
||Intro to the Agencies of the UN
||While the major action of peacekeeping in times of crisis usually takes the spotlight in the media, the UN operates on a daily basis to provide service and assistance to people around the world. Many of these actions are taken in order to help achieve a better standard of living and perhaps, prevent conflicts in the future. Each lesson in this series relates to an individual agency of the UN. The approach here is to quote a news item from the UNwire that is representative of the agency; give a brief description of the mandate of the agency; and provide a classroom activity.
||This is an excellent unit that seeks to fuse Chinese Art with history. After introducing the Internet as a tool for conducting research on art, there are lesson plans available that offer different techniques on studying paintings, pottery and calligraphy. It also includes guidelines for implementation, provides readings for discussion and a host of fun activities for the students.
||Has Geography Contributed More to Uniting or Disuniting China?
||This is an excellent lesson that describes major geographic features of China, determines the effects of geography on the social, political and economic elements of China, and examines the impact of geography in uniting and disuniting China up to the present time. It offers a well-structured lesson plan and follow-up questions.
||Was the Silk Road the Internet Highway of the Ancient World?
||This is a well-structured lesson, which aims to explain to students the concept of Eurasia, examine the effects of geography and environmental factors on the movement of people, talks about the origins of and motivation behind the appearance of the Silk Road. It provides an excellent lesson plan, a reading and maps.
||Creating a Hand-Made Hanging Scroll With a Chinese Landscape
||This lesson introduces students to three different types of hanging scrolls as well as the historical background of the Chinese scroll and its function in Chinese society. They will also be able to create their own hanging scrolls. There is a lesson plan, six handouts and follow-up questions offered.
||Creating a Photo Montage with Chinese Characters
||This lesson introduces students to the historical background and the evolution of Chinese characters.They will also learn about the role of the Chinese calligrapher in Chinese society. There is a lesson plan, reading, three handouts and follow-up questions offered. In addition to the lesson plan, handouts and follow-up questions are offered.
||Buddhism in China
||This is an introductory article and a short reading on the spread of Buddhism in China, coupled with a follow-up question on the topic.
||Nationalism and Paper Money
||The objective of this reading is to teach students about nationalism in China through the use of Chinese paper money. Pictures were made of the denominations of a 1, 10, and 50 Yuan note. The key is to get the students to examine the banknotes and come up with as many details as possible about the banknotes.
||Ethnic Groups in China
||This reading offers information about the diverse population of China. This is an excerpt from the 1980 National Geographic magazine, which offers synopsis on the various ethnic minorities, dominant in different regions in China.
||Food in History: Regional Chinese Cuisine Project
||This lesson consists of a plan for a research, and a reading on the theme of Chinese Cuisine. There is also a list of supplemental bibliography on the topic. The aim of the research is to explore how geography affects specific aspects of Chinese culture, such as cuisine.
||Thematic Current Events Journals
||This lesson plan proposes a format for a current events journal that students will keep. Through their observation of specific events in the news, the students will understand the changing economic, technological, and social developments occurring in China. This entry includes sample readings and student answers.
||Five Confucian Relationships
||This is an excellent unit that aims to identify the effect of Confucius and Confucianism on Chinese society, as well as examine rules that govern the five basic Confucian Relationships. After introducing the concept of Confucianism, the unit connects 5 Confucian relationships to Chinese literature. It includes guidelines for implementation, provides readings and offers a great set of teaching methodology
||China: A History Treasure Hunt
||This is an excellent lesson, which offers an interdisciplinary study of Chinese history and art. It takes a chronological approach to the study of Chinese history and culture, using objects as the focus of inquiry. This lesson includes useful handouts and suggests a list of essential objects for study. There is a comprehensive list of summary questions offered.
||Writing Women in Modern China
||This packet contains five standards-based lessons, intended to be used at the high school level in English Language Arts and/or English as a Second Language advanced-level classes. Each of the five lessons includes a series of vocabulary, active reading, critical thinking and interpreting.
||China Unit & Resource Packet
||These 20 lessons place students in the role of Historian. In addition to introducing students to Chinese history the unit develops research and analysis skills, which will allow students to access a whole world of information beyond the content. Includes an excellent resource packet consisting of maps, charts, and excerpts from primary sources.
||Food in History: Regional Chinese Cuisine Project
||This lesson consists of a plan for research and a reading on the theme of Chinese Cuisine. There is also a supplemental bibliography on the topic. The aim of the research is to explore how geography affects specific aspects of Chinese culture, such as cuisine.
||Thematic Current Events Journals
||This lesson plan proposes a format for a current events journal that students will keep. Through their observation of specific events in the news, the students will understand the changing economic, technological, and social developments occurring in China. This entry includes sample readings and student answers.
||A Chinese Lesson Overview
||The following is a description of a lesson plan provided by a student participating on the 1998 China Project. This overview offers insights from a high school junior about what might be important to consider and include when teaching about China.
||A Focus on Women in Chinese History
||Using magazine, newspaper or postcard images, this lesson explores the role of women in China. Student activities include journal entries, researching specific images, and group work.
||The Chinese Diaspora in Literature and Film
||Using contemporary film and literature, particularly the novel Bone, by Fae Myenne Ng, this lesson explores issues of changing values and cultural assimilation among the Chinese diaspora. An excellent interdisciplinary lesson for language arts and social studies.
||The Globalization of Language
||These three activities focus on endangered languages, saving endangered languages, and the dominance of English in global affairs. Students will examine causes of language loss and speculate on the future.
||The Role of Traditional Attitudes in Modern Japan
||In this lesson, students learn about the interplay between traditional and contemporary culture in Japan. Students are asked to consider how Japanese history has been affected by both forces of cultural change and the desire to maintain tradition.
||This is a two-lesson unit that strives to teach students the similarities of cultures through the education system. Students can compare and contrast their school to a Japanese school and view pictures of the Japanese students. There are lesson plans available, complete with activities and do nows.
||Early African Civilization and Their Global Connections
||These materials focus on early African civilizations in Northeast and West Africa, concentrating on the Sudanic civilizations, the Swahili city-states, the kingdom of Aksum and the Empire of Benin.
||The Greek Civilization
||These materials focus on the emergence of Agean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600 - 200 B.C.E.
||The Roman Empire
||This material centers on the creation of the Roman Empire, spotlighting the transformation from Republic to empire. Consideration is given to how Romans governed their empire.
||The Aztec and Inca Empires
||these materials highlight the Empires of the Americas and provides analysis of the difference in political styles of the Aztecs and Incas.
||The Ming Dynasty
||This reading how the Ming Dynasty became a large territorial empire, and how the quest for unification laid the political, economic and social foundations for modern China.
||The Indian Empires
||These materials examine the rise of the Mughal Empire and focus primarily on how the Mughals attempted to unite the diverse peoples of the Indian subcontinent.
||The Ottoman Empire
||These materials provide an overview of the Ottoman Empire and deals with how the Ottomans attempted to meet the challenge of European military, political and economic power.
||Guns, Germs and Steel - Reaction Paper
||Reviewed by Katherine Kenny of Richmond Hill High School of Richmond Hill, New York.
||The Venture of Islam, Conscience and History in World Civilization, Volume 3
||Reviewed by Judith Zampella of Susan E. Wagner High School of Staten Island, New York.
||Silk and Religion: An Exploration of Material Life and the Thought of People, AD 600-1200
||Reviewed by Tom Witmer.
||Easy Ways to Develop Thematic and Document Based Questions
||Developing document based questions, designed to test one's ability to work with historical documents.
||This lesson will allow students to imagine geographic features of different regions in Vietnam by analyzing literary texts. They will evaluate the degree to which literature can be used to understand the importance of geography, and will be able to explain the different ways people can use their geographical surroundings. Photographs enrich the lesson, and provide a thematic link another lesson: Southeast Asia Factors of Production.
||Southeast Asia Factors of Production
||This lesson aims to teach how has Southeast Asia utilized and adapted its factors of production. Students learn to differentiate between natural, capital, and human resources, identify resources in Southeast Asia, as well as evaluate the importance of different types of resources. Excellent photographs demonstrate various means and levels of production in Southeast Asia.
||Ho Chi Minh (DBQ)
||This lesson on Vietnamese history, focuses on the influence of nationalism and communism on the policies of Ho Chi Minh. The lesson is designed to test the student's ability to work with historical documents. Students are expected to know some history of Vietnam, communism and nationalism in order to answer the DBQs. Nine edited excerpts from documents are provided, followed by analytical questions, and essay themes.
||The Impact of the Russo-Japanese War in Asia (DBQ)
||This is a DBQ based Global History lesson, aiming to discuss the impact of the Russo-Japanese War on nationalism throughout Asia. The lesson is designed to test the student's ability to work with historical documents. Students are expected to have background knowledge of history and geography of East Asia, Southeast Asia, and Russia. Eight edited excerpts from documents are provided, followed by analytical questions, and an essay theme.
||Vietnam War Films in the Classroom
||This collection of lessons based on the Vietnam war films can be used as a unit or as separate lessons. The lessons consist of a general framework for using film in the classroom, lesson suggestions, as well as movie-specific follow up analytical questions, that students will answer after viewing the suggested 9 movies.
||How was Pol Pot like Adolf Hitler?
||This lesson on Vietnamese history, focuses on the influence of nationalism and communism on the policies of Ho Chi Minh. The lesson is designed to test student ability to work with historical documents. Students are expected to know some history of Vietnam, communism and nationalism in order to answer the DBQs. Nine edited excerpts from documents are provided, followed by analytical questions, and essay themes
||The China Seminar
||This is a simulating unit comprised of 10 different lessons, which range from studying historical places in China, Chinese philosophy to Feng Shui and Chinese Astrology. There are a host of activities provided which are both educational and fun. Students will have an opportunity to not just study China, but become immersed in the culture, politics and history.
||Chinas Little Ambassador
||This ESL lesson is designed for the beginning/intermediate level student. In addition to mastering their reading, comprehension and analytical English skills, students will learn how to compare and contrast Chinese and American customs and traditions, as well as traditions of their own cultures. The lesson is divided into three lessons and includes three sets of activities, vocabulary and questions.
||Depicting Abstract Concepts Through Art
||In this lesson designed for any level of ESL, students are given both a written description and a photo image of Gwan Yin/Guanyin, a key devotional figure that symbolizes compassion in Chinese Buddhism. After analyzing these handouts, students produce their own image of such abstract ideas as compassion, love, and money through art. The lesson is supplemented with new vocabulary.
||A Comparison of Images: Guan Yin and The Lady of Guadalupe
||In this intermediate ESL lesson, students compare stories from two different cultures, Chinese Gentle Guan Yin and Mexican The Virgin of Guadalupe. They analyze the significance of Gwan Yin/Guanyin, a key devotional figure in Chinese Buddhism. The lesson is supplemented by a reading comprehension sheet and vocabulary.
||Chinese Literature for Regents Comprehensive Examination in English
||This is a sample of a lesson plan created for an English Regents Prep class. The teacher substitutes the some text in the Regents Exam with an article by Chinese female author, Ding Ling. It works very well and generates a healthy discussion on China and women's issues.
||Chinese Wedding in "The Joy Luck Club" ESL through Chinese Film and Culture
||Through this ESL lesson, students have the opportunity to compare Chinese culture with their own. After viewing the wedding scene in the movie The Joy Luck Club, the class will compare the event with the wedding traditions in their own cultures. Students also develop listening, speaking, and writing comprehension in the English language.
||Japanese Culture and Geography
||This unit seeks to demonstrate the impact geography had on the development of Japanese culture. It also introduces the impact of Chinese culture on Japanese culture. These are great interactive lessons that require students to actively participate during the lesson. There are guidelines for implementation offered as well as summary questions.
||This unit teaches about Japanese history and culture through the use of hands-on activities. Two lessons are centered on educational games and the third lesson gives excellent information of Japanese feudalism. This unit offers lesson plans, handouts, quizzes, questions and a host of other activities.
||French Imperialism in Southeast Asia
||This lesson focuses upon the concepts of imperialism and colonialism by using the example of the French presence in Southeast Asia. The lesson involves students in role-play and places them on different sides of a political debate. They learn to take notes during a simulated meeting and write a follow-up essay, advising political leaders on certain decisions.
||This unit draws out the similarities and differences between the United States and Japan. There are a variety of topics covered including: the Japanese educational system, Y2K preparation, the stability of the Japanese economy and much more. There is a wonderful lesson plan provided as well as several documents that could be used to supplement your own lessons.
||Food Through Science: Promise or Threat? - ISSUES #170
||You are what you eat. A truism, a warning, a prescription, a trite comment with little meaning? But in the age of DNA and genetic experimentation, perhaps a new meaning has emerged that gives pause for thought about a well-worn phrase. In this age of enormous poverty, hunger and population explosion, can the world feed its people given the present amount and condition of arable land available? Discussion starters.
||Citizenship: National, or World? or Both? - ISSUES #167
||As students enter middle school, they are constantly faced with borders in their own lives—whether these borders are gang turf lines, R-rated movies, the teachers' lounge or the recognition of city and town lines. Students and teachers often look at issues from one perspective, or perhaps two, instead of multi-dimensional points of view. In this unit students will look at borders from many different angles and become aware of their complexity. Further, students should also become aware of why borders exist, their historical, social or cultural origins, and whether these borders are justified or sustainable.
||Global Culture: Mega? Mono? Multi? Or Something Else? - ISSUES #158
||What is happening to cultural diversity in this newly emerging global world? Can the varieties of native cultures, with their individual languages and lifestyles, maintain an important and unique presence in the face of
||Introduction to United Nations Agencies - ISSUES #156
||While the major action of “peacekeeping” usually takes the spotlight in the media, the UN operates on a daily basis to provide services and assistance to peoples around the world. Many of these actions help achieve a better standard of living for people and in, the long run, perhaps prevent conflicts in the future. Using actual news items as examples, teachers and student can gain insight into the extent of these ongoing operations of the UN. Ten activities.
||Your Sustainable Community: A Role Play - ISSUES #154
||This simulation exercise can be used in conjunction with a civics course or in a service learning opportunity prior to student participation in their communities. Guying Question: Can a community make decisions that are good for the ecology, good for the economy and good for the community?
||Human Rights and Corporate Responsibility - ISSUES #171
||What responsibility does a national or transnational corporation have in assuring its operations are carried out in accordance with internationally accepted standards of human rights and regard for the planet? That is, with regard to labor and working conditions, health and safety issues, relations with host country, environmental concerns, employee safety, etc. If a corporation's major purpose is to make a profit on some kind of product/service for the benefit of the shareholders of that corporation, the question arises: can they do this and still observe the decencies of responsible concern and response for workers, environments, sites of operation, and the general well-being of the global universe? Five classroom instructional suggestions.
||Marine Debris - ISSUES #172
||Any object foreign to the marine ecosystem can be considered marine debris, but the term is usually reserved for human-created trash. Two major factors that effect whether an item will enter the marine environment are buoyancy and the ability to be blown by the wind. A key concept in this lesson is the that the choices we make effect the environment. Students will perform experiments to examine if debris will float, or blow in the wind.
||What's Wrong With This Picture? - ISSUES #172
||In this lesson students will predict causes of ocean pollution and possible effects of pollution on tidepool organisms. Students will engage in an on-line activity to discover actual sources of ocean pollution, and will collaborate in teams to discover solutions to everyday sources of ocean pollution.
||Vietnam: Voices and Perspectives on the War with Vietnam
||This is a wonderful two-lesson unit, in which students will prepare for the Regents exam, learn about literature circles, as well as learn about the American war with Vietnam. In the first lesson, students will be introduced to the literature of and about Vietnam through two literary excerpts and then practice for Task Three of English Regents. In the second lesson students will be assigned a specific piece of literature from or about Vietnam, discuss the purpose of point of view, voice, and perspective in literature, as well as practice with Literature Circles.
||Truce in Heaven, Peace on Earth
||This creative lesson considers the situation of Vietnamese "boat people" and the idea of having to flee one's country at a moment's notice. By reading and excerpt from Blue Dragon, White Tiger: A Tet Story, students are asked to address the question: How must it feel to be a person without a country?
||I Want to Live Without Trouble
||This excellent lesson is based on a North Chinese/Vietnamese Elder as told to James M. Freeman. In the lesson students analyze a refugee's process of successfully adjusting to life in a new country.
||This is a lesson based on the story "Rain Music," describing the complexity of emotions that constitute love. It also emphasized the role that one's cultural background plays when choices are made concerning love. Students are asked to consider the question: How does out cultural background affect our decisions about love?
||Thoughts of Hanoi
||This captivating lesson poses the question: How do our childhood memories often contrast with our present situation? This is done by exploring the poem, "Thoughts of Hanoi" by Nguyen Thi Vinh. In the poem students can sense the bittersweet knowledge that those whom Nguyen considered childhood friends are now her enemies.
||Spotlight on the Muslim Middle East ? Issues of Identity
||Developing curriculum on the Muslim Middle East is a difficult and often controversial chore. The primary purpose of this unit is to rethink the Middle East from different vantage points, using different themes. The geographic region examined is as far north as Central Asia to as far south as the Emirates, east to India and west through North Africa. In this vast region the overwhelming element which binds the people is Islam. However, it is not always the same aspects of Islam for all the people. Includes the teacher guide and student reader.
||Human Rights: Whose Rights are Right?
||Human rights concern the relationship of people with their society. What rights and responsibilities does that society afford? What duties and obligations do people have? What duties and obligations does the society have? How does the society treat its people, and how do people within the society treat one another? The idea that individuals ought to be afforded dignity and rights by virtue of their humanity is a universal one. In this lesson, students will grapple with definitional aspects of "rights" guaranteed to all humans and generate a working list of such rights to form a base for judgment. These judgments will be used to compare and contrast rights as they exist in various global documentary sources.
||The Role of Traditional Attitutes in Modern Japan
||This two-lesson unit discusses American and Japanese schools and how traditio nand modernity effect schools in Japan.
||This unit discusses to what extent do traditional Japanese attitudes play a role in Japan today.
||Pursuit of Change: Preservation of Cultural Values
||This three-lesson unit looks into how cultural values and traditions are preserved. The unit discusses marriage ceremonies, the tea ceremony and henna ceremony.
||China Becomes a Capitalistic Nation
||This lesson introduces Deng Xiaoping's Four Modernizations in contemporary China and analyzes to what extent the implemented economic changes make China a capitalist state. Students will discuss the pros and cons China faces today as it strives to modernize. The teacher can address a wide range of issues such as the WTO, employment, the environment, women, and U.S. relations. A lesson plan is provided.
||Representation of Chinese Minority Groups in Propaganda Art
||By analyzing propaganda posters from the 1950s to the 1980s aimed at minorities, students will examine the attitudes toward Chinese ethnic minorities and the roles assigned to them as reflected through images. Students will also evaluate the effect this portrayal has had on Chinese minority groups. A lesson plan and a handout are included.
||The Teachings of the Dalai Lama as a Threat to the Chinese Communist Government
||Through a selection of readings, students will understand the teachings of the Dalai Lama and will discuss why they are considered a threat to the Chinese Communist government. Students will analyze whether the teachings of the Dalai Lama can in fact be supplemental to communist ideology. A detailed lesson plan, including suggested readings, is provided.
||The Falun Gong Movement in China
||This lesson introduces the contemporary Chinese movement Falun Gong and asks students to compare it to the movement that led to the Taiping Rebellion. The lesson explores the political, philosophical and religious implications of the Falun Gong movements and seeks to determine to what extent it is the result of the collapse of traditional Chinese lifestyles. A detailed lesson plan is provided.
||An Exploration of Human Rights Issues in China
||By examining and interpreting several cases of human rights abuse in China, students will consider how, if at all, they should take action to protest against human rights violation. The lesson engages students in a simulation by assigning them the roles of witnesses, lawyers on both sides of the conflict, and a human rights panel. A lesson plan and a worksheet are included.
||Is Mao Zedong a Hero or a Villain?
||In this lesson, students will understand Mao Zedong's role in the development of China after World War II. The lesson compares Mao's honor to that of other great leaders such as Abraham Lincoln, and asks students to analyze the differences. A lesson plan, pictures, and a handout are included.
||Migrants in the U.S. and China
||This unit explores the challenges faced by migrants in the United States and in China. Students will critically consider the similarities and differences between the two cases in an attempt to propose possible solutions. They will then focus more closely on the education of migrant children in China and on efforts of the government to improve it. Two lesson plans are provided.
||Language and Culture - a Case Study: the Naxi Minority
||This lesson examines the relationship between language and culture by teaching students about the Naxi ethnic minority and its pictographic language. Students are asked to interpret how the pictographs reflect the beliefs and norms of the Naxi society. A lesson plan, pictographs, and handouts are included.
||Perceptions of Minority Cultures in China and the U.S.
||This unit analyzes the concept of a "minority" culture by comparing and contrasting the notions of minorities in China and in the U.S. The unit focuses on the unique situation in the Chinese provinces of Tibet and Xinjiang as it pertains to issues of national identity and ethnicity. Lesson plans, an introduction, a list of references and a sample of Internet resources are included.
||Poets, Politics, and Paintings: The Significance of Rivers in Chinese History
||Rivers have played a seminal role in China's history. A broad sweep of the past five thousand years reveals rivers serving economic, agricultural, aesthetic, philosophical, and political functions. In this unit, students will examine four major trends or issues in Chinese history that have been based around rivers: (1) the first Yellow and Yangtze River Valley Civilizations of 3500 B.C.E.; (2) the philosophy of Taoism; (3) classical Chinese landscape paintings; and (4) the current political dilemma of the Three Gorges Dam Project. A thematic approach to history allows student to evaluate the intersection of continuity and innovation in Chinese society.
||The Walls Around Us
||This lesson introduces some of the ways in which walls have been used around the world for both political and personal reasons. Students are asked to identify and discuss the impact these walls have on a particular society. A detailed lesson plan is provided.
||Beowulf Looking Eastward
||Through the classical 'Beowulf,' the movie 'The 13th Warrior' and readings in Arab poetry, this lesson contrasts the dominance of Western European literature with the literary contributions of other cultures in the 8th – 11th centuries. Students will analyze and compare Eastern and Western heroes and perceptions of manhood as they are portrayed in literature. A lesson plan and several handouts are provided.
||Rashomon and Other Stories (1915)
||Through a selection of short stories and the film Rashomon, this lesson introduces students to the works of famous Japanese writer Akutagawa Ryunosuke. Aside from literary analysis of the pieces, students will also engage in highly conceptual philosophical discussions about human ethics and morality, and the unattainability of absolute truth. The short stories will also be examined as a reflection of the writer’s personal life. A lesson plan and a biography of Ryunosuke are included.
||Westernization/Americanization of Japanese Culture
||This lesson identifies examples of the influences of Western culture in Japan and discusses ways in which Japan has responded to outside influences in the past. After a class discussion and a group activity, students are asked to make specific recommendations as to how Japan should respond to the Westernization/Americanization of its culture. A lesson plan is included.
||Future Relations of Japan and the U.S.
||This lesson examines the modern cultural and economic links between Japan and the United States. Students will consider the stereotypes people in each country have about the other. They will also engage in a role-playing activity in order to gain an in-depth understanding of the similarities and differences between Americans and the Japanese. A detailed lesson plan is included.
||Geography of Japan
||This lesson presents an overview of the physical geography of Japan. Through it, students will be able to identify various geographical features and to analyze how they play a determining role in the social, economic, and cultural life of Japan. A detailed lesson plan and a handout are provided.
||Sharing Memories about Hiroshima
||This lesson focuses on survivors’ stories about the horrors and pain of the atomic bombing at Hiroshima on August 6, 1945. Students will critically examine several personal accounts of these events through a series of readings. Each reading selection is accompanied by questions that will help students analyze and appreciate both the events of August 6, 1945 and each selection’s literary value. A lesson plan and several related pictures are included.
||Isolationism in Japan: the Tokugawa Shogunate
||This lesson introduces students to the Tokugawa Shogunate and uses it as a case study to explain the causes and effects of political isolationism. Through a host of cultural and historical discussions, students will be asked to evaluate whether an isolationist policy is helpful or harmful to a country. A detailed lesson plan and handouts are included.
||This lesson introduces students to Japanese baseball and its fans. By engaging in a host of classroom and homework activities, students will compare and contrast American and Japanese baseball, and will better understand the fanaticism of Japanese fans. A detailed lesson plan including a suggested lesson extension is provided.
||This lesson introduces students to the structure of the current Japanese Constitution and government. By analyzing the similarities and the differences between the US and the Japanese governments, students will determine why the Japanese Liberal Democratic Party (LDP) is losing its political dominance and appeal, especially among younger voters. A detailed lesson plan is provided.
||Japanese Religious Beliefs and Culture
||This lesson explores how religious beliefs in Japan have shaped and influenced Japanese culture. Students will be able to analyze and interpret the implications of the relationship between Buddhism and Japanese culture as it is exhibited in haiku poems, Zen riddles, and stories. A detailed lesson plan and a handout are provided.
||Japanese Religious Beliefs
||This unit introduces the major ideas and objectives of Shinto, an indigenous Japanese religion, and its appreciation of the natural environment. By further examining the spread of Buddhism in Japan and its subsequent incorporation into local beliefs, students will learn about the syncretic nature of Japanese religion. Two lesson plans are provided.
||Has Nature Been Good to Japan?
||Through a variety of pictures and maps, this lesson analyzes some of the ways in which nature has affected the lives of people in Japan. Students will explore how the geographic location of Japan has predicated destructive earthquakes, dangerous volcanoes and high-rising tsunami. Students will also develop an understanding of the ways in which natural forces are viewed by Japanese people. A lesson plan and pictures are included.
||Values of the Samurai
||In this lesson, students will learn about the samurai and their code of honor, bushido. Students will analyze which samurai values are preserved and upheld in Japanese society today and why. Through a variety of activities, students will be asked to assess whether traditional values can survive in a modern society. A lesson plan, a handout, a worksheet and illustrative pictures are included.
||Religion and worship are important parts of a culture. Shinto and Buddhism, often practiced dually by worshippers in Japan, intertwine uniquely to provide fertile grounds for investigating the complex belief systems of Eastern religions. Through this in-depth study of the religious beliefs and practices of the Japanese people, students will gain an understanding of the diversity of faiths represented in the global community. A detailed lesson plan and handouts are provided.
||The Tokugawa Shogunate
||This informative lesson identifies the social structure of feudal Japan and introduces the reforms implemented by Ieyasu Tokugawa in the 17th century. Students will assess the role of Ieyasu Tokugawa’s reforms in bringing stability to Japan and will analyze the changes that took place in Japan under the Tokugawa Shoguns. A lesson plan and a handout are included.
||The Role of Women in Japan
||This lesson compares and contrasts the roles played by women in Japanese and in American societies. By reading excerpts from Japanese fiction, students not only will learn about the social rules and concepts existing in Japan, but will also discuss the issues of gender equality, subordination, and sacrifice. A detailed lesson plan, a summary of the two books discussed, and a worksheet are provided.
||Let’s Make Money!
||This activity can be structured as a stand alone art project or an interdisciplinary art/social studies project. By designing and making paper money, students will explore the meaning of cultural symbols as used in currencies in different national contexts.
||A Day in The Life of A Mongolian Nomad – A Station Project
||This lesson applies the “station project” method to introduce the traditional nomadic life style in today’s Mongolian Republic. The geography, history, religion, and popular culture about the country of Mongolia is taught through a lively student centered learning procedure.