4A)Unit Plan about China
3A)Applicable Standards (Indiana State Standards for English/Language Arts Grade 9) Standards Addressed in “China” Lesson:
9.2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
9.2.8 Make reasonable statements and draw conclusions about a text, supporting them with accurate examples.
9.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how the selection of genre shapes the theme or topic.
9.3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.
9.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot.
9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy
5A) Materials needed:
-Student copies of Glencoe Literature The Reader’s Choice Courses 4 & 5 Amy Tan stories: “Rules of the Game” pp. 224-234 and “Two Kinds” pp. 48-59.
-Short clips of scenes from American family sit-coms such as The Simpsons.
-Excerpt from April 1, 2007 New York Times article “Re-Education” by Ann Hulbert.
-Short clip from The Joy Luck Club.
-Copies of excerpts from The Analects
-Copies of 14th century Chinese stories exemplifying filial piety
DAY 1 Motivational Activity:
Show short clips of The Simpsons that show interactions between Bart and his parents. Bart, in typical fashion, disobeys and disrespects his parents in many episodes. While watching, ask students to take notes on characteristics of the way the parent/child relationship is represented in the show. After viewing the clips initiate discussion with the following questions:
--The Simpsons is the longest running sit-com. Why? Why is it so popular with people? (present the notion that it resonates with people because it represents and is satirical about many qualities of American life, especially family life).
--What did you notice about the relationship between the kids and their parents in the clips we watched? How do the characters seem to feel about one another? Does Bart have a sense of duty to help Homer, to respect Homer? What about Grandpa?
--How representative is this? Is the Simpson family a typical American family? Is there such a thing?
--What does American culture value more: youth or ancestory?
--What is the role of the child in American culture/families?
Segue: Today we’re going to read two stories that also depict American families, but the families represented in the stories are new to the United States. Both stories are written by the Chinese American author, Amy Tan. Ask students to recall what they know about Tan (many have read some of her books and will know something about her biography).
Setting a Purpose: While you read, think about the way Tan portrays the parent/child relationships in this story. Do these seem like typical or atypical American families? What are the sources of conflict in the stories? Look for connections between the two stories.
Read: “Rules of the Game” together in class and finish this as well as “Two Kinds” for homework.
DAY TWO
Discussion Questions:
--What are the common themes across both texts? (mother/daughter relationship; conflict between what parents want for their children and what children want fro themselves)
--What kinds of conflict emerge in the stories? (There is both external conflict between mothers and daughters and internal conflict within each daughter as she struggles to do what she wants when it is not in keeping with what her parent wants)
--How do these stories resonate with the students? Is this a uniquely Chinese American story or is this simply a parent-child story? Are these universal themes?
--Ask students to speculate on why it matters that both mothers are Chinese? How might this enhance the conflict? (Discuss the fact that both girls are very American. Tan uses dialogue to help make the distinction between the kids and the mothers in the story. The parent/child conflict is enhanced or heightened because of complicated cultural differences as well.)
View: clip of Joy Luck Club that showcases the intense fights between the mothers and daughters depicted in the short stories.
Guiding Question: How might the mothers’ Chinese heritage be an impetus for the conflict in the story? (Teach the Chinese cultural value of filial piety)
Activity: Assign students to groups of three or four. Pass out copies of short folk tales from The Twenty Four Examples of Filial Piety (translated and available at: http://www.ruf.rice.edu/~asia/24ParagonsFilialPiety.html). Have students read the tales and answer the following questions: What is the moral of the story you read? What lesson or cultural value is being transmitted through these stories? Ask the groups to brainstorm lists of Western folk/fairy tales about parent or child relationships. Is filial piety taught in these stories? Ask students to make a compare/contrast chart on portable wipe-off boards. Groups should report out to the class.
After the groups have reported out, large group discussion should “tease out” the idea that Western folk tales generally don’t place such a strong emphasis on filial piety. Obedience to parents is inculcated to some extent through the stories, but even this isn’t necessarily as highly valued in these stories. For example, technically Cinderella (which incidentally may have originated in China) is disobeying her parents by going to the ball. However, in the end she is rewarded and the mother (in some versions) has her eyes plucked out by birds. Other points of discussion: The Bible’s perspective on filial piety. One of the Ten Commandments is “honor thy father and mother.” However, there are numerous instances of disobedience and dishonor where the child still benefits and is rewarded (Jacob and Esau; the Prodigal Son etc.).
Connection to Tan stories: How does this inform our understanding of the conflict in the two short stories? Why might the Chinese mothers expect such allegiances from their daughters? Ask students to recall from geography and history classes what they know about Chinese religion and philosophy. Some will probably mention Confucius. Discuss who he was, his impact on China. His teachings recorded in The Analects (give The Odyssey to ninth grade classes as frame of reference for oral tradition, later recorded and attributed to an author).
Homework: Students should read the following passages from The Analects for homework: 2:1-9, 18-26 and the article: “Confucius Making a Comeback In Money-Driven Modern China” by Maureen Fan (Washington Post Foreign Service
Tuesday, July 24, 2007; Page A01).Assessment of students’ understanding of reading: Assume you are a Confucian scholar. What would you say to Jing Mei and Waverly Jong regarding their feelings towards their parents, particularly their mothers? Use citations from the passages you read to support your argument.
DAY THREE:
Discuss the Washington Post article. Give students a chance to report out about their writings. Return to the Tan stories. Now how do you feel about the mothers in the stories? How does your understanding of Confucian tradition change your opinion of the characters? How can you imagine these ideas being at odds with the American identity of the daughters? What did you learn about Confucianism in China today? Why did Confucian traditions lose favor according to the article? Why are they becoming popular again in schools?
View- Short two minute video clip of Chinese elementary school students memorizing passages from The Analects. (Washington Post.com)
Final Assessment: Students should write a two page report comparing the two Tan stories. Explain the themes of the story and the conflicts in the stories. Papers should relate the outside readings and course discussions. “A” papers will support all assertions with evidence from the text.
5A)Resources:
1)Wong, Shawn and Naseem Hines. “Asian and Asian-American Traditions in English Language Arts.” Accessed 15 Aug 2007.
http://www.pps.k12.or.us/depts-c/mc-me/be-as-la.pdf
2)http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_1/filial.htm
3)Lebra, Takie Sugiyama and William Lebra. “Filial Piety and Chinese Society.” The Chinese Mind: Essentials of Chinese Philosophy and Culture. Moore, Charles A., ed. 1968 University of Hawaii Press. 16 Aug 2007 Google Books.com