NCTA-Zhejiang University Summer Residential Program

July 2012

Implementation

Angela Rufo Singer

A SERIES OF LESSON PLANS: A View of Modern China

Targeted Grade Level: This series of lessons is intended for a grade ten class but could easily be adapted to any high school level course in English Language Arts or Social Studies.

Integration of the Lessons: Tenth grade students in Massachusetts prepare for a standardized test that is administered each spring in English Language Arts, mathematics, and science, and students must receive a passing grade on this exam in order to receive a diploma at graduation. In English Language Arts, this testing program, the Massachusetts Comprehensive Assessment System, focuses on the development of critical reading skills that apply across all disciplines. They also focus on proficient informational and analytic writing. Since Massachusetts has adopted the national Common Core Standards for all public schools in the state, students will be expected to perform at a higher level of competency in the years to come. All of our efforts in aligning our traditional curriculum with that of the Common Core Standards are intended to improve reading and writing by emphasizing the study of nonfiction materials in addition to narrative writing and asking students to demonstrate competency in reading, writing, listening and speaking, and facility with language. Since the Common Core Standards are broad in the literature and informational reading they require students to read, I am able to incorporate these lessons about East Asia in a conventional English Language Arts class that fosters mastery of all rigorous reading.

Skills to be Addressed: Speaking and Listening Skills, Critical Reading, Annotation, Note-Taking, Precis Writing, Conducting Short Research Projects, and Expository Writing.

Essential Questions:

  • Why is it important to differentiate between fiction and nonfiction?
  • How do readers approach different types of text?
  • How does context help us understand meaning in a text?
  • How do text features and characteristics of informational and literary text influence reader interpretation?
  • How does the form chosen by an author accomplish his/her purpose?
  • How does knowing your audience and purpose contribute to effective writing?
  • How do writers tailor their writing for a specific purpose and audience?

Instructional day by day activities:

The lessons cover a wide range of topics that include the history of modern China, the modern economy of China, education in China, the plight of migrant workers in contemporary China, and the ways in which China seeks to present itself – especially in the light of criticism. The articles and activities are organized in a logical fashion beginning with introductory materials and then addressing key issues. Scaffolding is provided for student support by including articles (marked with an asterisk*) that represent less text complexity surrounding most of the topics.

Students are asked to read, highlight, and annotate the text of each article (that range in length from two to ten pages in length and in difficulty from a lower level reading ability to a high level reading ability) and share their note-taking with other students.

Students are asked to consider the information in these articles critically – to engage in a dialogue with the authors and come to their own understandings regarding the information presented.

Students are encouraged to seek additional sources on their own to further investigate certain ideas that are of particular interest to them or to help in preparing a written response to the articles.

Students are expected to form opinions and share their ideas with other students in the class in either small group or large group discussions.

Introductory Articles:

  1. "5 Things You Need to Know about China."Junior Scholastic. 09 2012: 8-11. Print.
  2. "Timeline of Chinese History". Asia for Educators. Columbia University, 02 2004. Web. 14 Nov 2012.
  3. Stapleton, Kristin. "What I Wish My College Students Already Knew about PRC History."Social Education. 2010: 12-16. Print.
  4. Gifford, Rob. "Panda-Huggers and Dragon-Slayers: How to View Modern China Today."Social Education. 2010: 9-11. Print.

Articles on China’s Economy:

  1. Sheng, Andrew and Geng Xiao. "China's Next Transformation."Project Syndicate. 16 2012. Web. 14 Nov 2012.
  2. Roach, Stephen S.. "China is Okay."Project Syndicate. 29 2012. Web. 14 Nov 2012.
  3. Jiang, Chengcheng. "China's Economy: What the Tourist Boom Tells Us."Time World. 17 2012: n. page. Print.
  4. Ma, Damien. "Before and After Hu: Is China Better Off Than It Was Ten Years Ago?."Foreign Affairs. Council on Foreign Relations, Inc., 07 2012. Web. 14 Nov 2012.

Articles on Education in China:

  1. Shea, John. "Need for Critical Thinking Can't Be Lost in Education.". Seacoast Media Group, 15 2011. Web. 14 Nov 2012.
  2. Shea, John. "U. S., Chinese Schools a World Apart: Approach to Education a Key Difference.". Seacoast Media Group, 08 2011. Web. 14 Nov 2012.
  1. Branigan, Tania. "Chinese Parents Defrauded by "Perfect" Education."guardian.co.uk.The Guardian, 28 2012. Web. 14 Nov 2012.
  2. "China Begins to Reform Its Controversial College Entrance Exam."Chronicle of Higher Education. 07 2010: n. page. Web. 14 Nov. 2012.

Articles on Chinese Society and Issues of Note:

  1. Ralston, Mark. "China’s Migrant Workers: A Boon and a Challenge."Stratfor Global Intelligence. (2012): 1-6. Web. 14 Nov. 2012.
  2. Olesen, Alexa. “China Think Tank Urges Government to End One Child Policy.” Associated Press, cnsnews.com. 31 October, 2012. Web. 14 Nov. 2012.
  3. Osnos, Evan. “Boss Rail.” The New Yorker Digital Edition. 22 October, 2012. Web. 14. Nov. 2012.

Videos:

  1. “Inflation Squeezes China’s Migrant Workers.”
  2. “Asia Today: China’s One-Child Policy Scrutinized.”
  3. “Chinese Netizens Outraged over Response to Fatal Bullet Train Crash.”

Powerpoint:

Slides from NCTA-Zhejiang University Summer Residential Program:

  1. Social Courtesy: Hangzhou Street Signs
  2. Chinese Schools
  3. Images of Migrant Workers’ Housing and Social Centers