RESEARCH PROJECT


PROJECTS
You will receive COURSE CREDIT on your OFFICIAL TRANSCRIPT upon completion of this Research Project. along with your participation in other assignments and the trip itself.


CHINA RESEARCH PROJECT
The world is becoming increasingly interdependent, and global competence is critical to students’ academic and professional success. This course will help you develop your own global competence skills and bring global education back to your school.  
ALL responses to discussion questions will live on a blog (www.blogger.com)  You can also use your blog to share photos, fundraise and journal before, during and after our trip!


Now, let’s get to work.



1. LETTER and READ Embrace global education DUE March 12

2. INVESTIGATE THE WORLD of CHINA/ WEIGH PERSPECTIVES

ASSIGNMENT A DUE APRIL 23

ASSIGNMENT B DUE MAY 7



Embrace global education - DUE MARCH 12

ASSIGNMENT #1 DUE WEDNESDAY MARCH 12th
PART ONE: WRITE A LETTER
Write an open ended letter to your sister school in Beijing.

Introduce yourself. Tell them about your family, your interests, your goals, your extra curricular activities.

Ask Questions – Ask them about their interests, goals, family, etc.

Check spelling and grammar. This is a FIRST IMPRESSION. Take it seriously.. Make it a good one.
"Globalization creates new cognitive and skill demands on people, and therefore new educational opportunities for school and teachers. In order to participate, as citizens of producers, all people need to be able to understand globalization, be curious about the world and global affairs, know where to deepen their knowledge when necessary, and be capable of communicating and working productively and respectfully with people from other countries and cultural backgrounds. The development of global competence is a necessity for all students in the 21st century."
Fernando Reimers  Professor of International Education   Harvard Graduate School of Education
Our world has become more global, more competitive, and more technological. Evidence of the need for more global education is seen everywhere.
What, exactly, does the phrase "global competence" mean? For this course, we use the following definition, developed by the Council of Chief State School Officers’ (CCSSO) EdSteps Initiative and Asia Society Partnership for Global Learning:
Global competence is the capacity and disposition to understand and act on issues of global significance.
The CCSSO also describes the characteristics of a globally competent person:
Globally competent individuals are aware, curious, and interested in learning about the world and how it works. They can use the big ideas, tools, methods, and languages that are central to any discipline (mathematics, literature, history, science, and the arts) to engage the pressing issues of our time. They deploy and develop this expertise as they investigate such issues,recognizing multiple perspectives, communicating their views effectively, and taking action to improve conditions. [1]
READ
Please read the following articles and be prepared to have a discussion.

-----------------------------------------------

ASSIGNMENT #2  - DUE APRIL 21

INVESTIGATE THE WORLD of CHINA

This module will introduce you to the dynastic history of China and the belief systems that influenced the development of Chinese society. Throughout this module you will explore how ideas about knowledge and education were a central force in shaping governmental and societal structures.
As you travel in China, your Tour Director and Guides will make frequent mention of the different dynasties. Knowing about the different dynastic periods will help you put what you are seeing in context.
Geography & Diversity
In this module, you will explore China's geography and its influence on China's historical development. Through readings, maps, and art, you will examine regional differences in China as you become familiar with the three geographically and culturally distinct cities of Xi'an, Beijing, and Shanghai.
The Cities of Interest section introduces you to the cities you'll be visiting. Understanding the unique features, history, and geography of each of these important cities will enhance your visit immensely.
Once you have finished exploring the content in this section, move on to this section's discussion forum.

Geography

Geographic features play an important role in the development of China. Use the following Google map to explore the political and physical maps of China, paying particular attention to three important cities: Xi’an, Beijing, and Shanghai. Look at the three cities in relation to their proximity to water, natural boundaries, or any other relevant geographic features. You may also want to look back at the historical maps on China Source from Week 1 to view the three cities in relation to the territory controlled by different dynasties. How might geography have influenced the development and culture of these three cities?
Directions:
  1. Use this Google Map to explore China's features: Google Map of China
  2. Click on the "Satellite" link on the top right hand of the map to see the physical geographic features. (You can return to the political boundaries by clicking on the "Map" link.)
  3. Use the "zoom" feature on the left hand side of the map to zoom in and out on the map.
  4. Xi'an, Beijing, and Shanghai are marked on the map with a yellow pushpin. Click on the pushpin or use the "zoom" feature to zoom in and out on those three cities.
  5. Use this Google map guide if you have difficulty using Google Maps.
Now that you have explored China's geography on your own, read this essay on China’s geography. Consider how this confirms or disconfirms your answer to the previous question.


Overview of China's Dynastic History

Civilizations in the region we refer to today as China have existed for thousands of years. Archaeological records indicate that cultures flourished along the Yellow River Valley during the Neolithic period and there are extant written records from as early as the Bronze Age in 1600 BCE. In 221 BCE, China was unified for the first time under the Qin dynasty. Following unification, there were a series of dynastic rulers in China that lasted until the fall of the Qing dynasty in 1911, the official end to the imperial period.
Begin your exploration of the different characteristics and achievements of the various dynasties. Read the overview section from this timeline created by the Freer Sackler Gallery. Then explore a few of the dynasties by clicking on the name of the dynasty. Be sure to examine some of the artwork associated with the dynasties as well. What can you infer about Chinese society based on the artwork from these dynasties?

  • China History Timeline (Freer Sackler Gallery)
    • First click on the "Overview" located at the top left-hand corner of the timeline and read the overview.
    • Then return to the timeline and click on a few of the dynasties to learn about the dynasty.
    • To learn more about the artwork, click on the "i" next to each image.
Although political, military, and economic factors influenced the rise and fall of Chinese dynasties, dynastic legitimacy was supported by the philosophical belief in the Mandate of Heaven. This theory, created under the Zhou dynasty (1046-256 BCE), declared that the right to rule is granted by Heaven. Read this excerpt from Shu Jing (The Classic of History) that tells the story of how a Shang king learned about the Mandate of Heaven.

Consider the uses of the Mandate of Heaven as you further explore the dynasties through the website China Source. Here you will find a brief overview of each dynasty accompanied by a map of the territory controlled by the ruling dynasties. Read the sections on the Qin, Tang, and Qing dynasties and look at the maps to see the changes in territory during these three periods. What do you think was significant about each of these three dynasties?
  • China Source (Primary Source and Harvard University Asia Center)
    • Log in to China Source, using the link above.
    • Your Login ID will be "primary_source" and your password will be "beijing.
    • Before logging in, make sure to click on "XID login" on the Harvard login screen.
    • China Source has a variety of resources related to this period in China's history, including teacher-created lesson plans. You might be interested in exploring additional parts of the site to see how you might use this resource in your teaching.
Optional: If you would like a more detailed account of the China's dynasties, read this optional history put together by the University of Maryland. This reading is useful in detailing the cyclical periods in China's history of unification and domination by foreign rule.

  • "The Imperial Era" (University of Maryland)
    • Use the links on the bottom of the page to explore Imperial Era I, Imperial Era II, Imperial Era III, Modern China I, Modern China II, and Modern China III.

Overview of Chinese Belief Systems

As you may have noticed through your readings on China's dynastic history, belief systems played, and continue to play, an integral role in Chinese government and society. Read this overview of religion in China. Think back to the previous readings and consider how these beliefs influenced the development of Chinese society.

"Overview of Religion in China" (Michigan State University Asian Studies Center)
  • Read the first three sections (Introduction, Basic Ideas Underlying the Chinese Religion, and Confucianism).
  • Optional: For additional information on Buddhism and Daoism, read the last sections of this article.
One significant impact of Confucian beliefs on Chinese society was the manner in which education became the dominant force in determining the political and social structure. Although ruling families controlled the highest level of power in China, educated "scholar-officials" played leading roles in running China's bureaucracy. Watch scholar Huajing Maske explain the role of the scholar class (watch the video podcast or read the transcript) and read the article from Asia for Educators about the civil service exams that were required for all government officials.


Diversity

One result of China's diverse and expansive geographic features is that the nation of China is comprised of diverse ethnic populations. Class divisions between China’s rural and urban areas have also increased in recent decades.
First, explore this map of the different ethnic groups in China. Consider how this map influences your perceptions of Chinese society.

Now explore these two resources on the rural and urban divide in China. Think about how this divide shapes contemporary Chinese society.
  • "Special Series on Rural China" -- Choose one article/transcript to read or listen to one of the All Things Considered podcasts in this series. (National Public Radio)
  • To Have and Have Not (PBS Wide Angle film)
    • Watch Part 2: Gold Collar Workers – 10 mins., 8 secs.
    • Watch Part 3: Migrant Workers – 7 mins., 45 secs.

Cities of Interest

Within China, different regions' geographic characteristics shaped the way in which major cities developed. Historically, Chinese cities have been among the largest commercial centers in the world. The Beijing Qingming Scroll, created in the 12th century and currently housed in the Beijing Museum, depicts urban life at this time. Although scholars disagree as to which city is portrayed in this scroll, while some suggest that this image does not represent a particular city but instead illustrates an idealized vision of a Chinese city, the scroll still offers a glimpse of every day life during the Song dynasty.
Explore the image of the scroll and read the accompanying article about the scroll. What inferences can you make about life in China during the 12th century by looking at this scroll? What evidence supports your claim?

  • Detailed annotated image of the Qingming Scroll (Harvard University)
    • You can move the image by clicking and dragging the mouse along the scroll. Click on the "dots" on the picture for information about that part of the scroll.
Now that you have considered everyday life, we now turn to an examination of three distinct cities that distinguished themselves as central Chinese cities at various points in time. Here you will explore Xi'an, Beijing, and Shanghai and examine how these cities reflect their locales and unique histories.

Xi'an
Located in central China, Xi'an (formerly Chang'an) is one of the oldest cities in China and was the capital city of the earliest dynasties. Xi'an is home to an archaeological site that has provided tremendous information about Chinese society in the early dynasties. Qin Shihuangdi, the emperor who unified China in the Qin dynasty (221 BCE), was buried there along with hundreds of terracotta warriors that still remain.
Watch this video about the Terracotta Warriors and consider what these artifacts tell us about Chinese society during this period.

Xi'an also played an important role in the exchange of cultural ideas as a major city on the trade routes of the Silk Road. Read about Xi'an's history and its role in the Silk Road.
  • The Silk Road: Xi'an (Smithsonian)
    • You may wish to explore other aspects of Xi’an and the Silk Road by using the navigation bar on the left hand side of the page.
Beijing
Xi'an/Chang'an did not remain the capital of China. Located in the northeast section of China, Beijing is the current capital of China and was the capital during the Ming (1368-1644 CE) and Qing (1644-1911 CE) dynasties as well.
Explore this interactive map of Beijing.

  • The Road to Beijing (Stanford Program on International and Cross-Cultural Education)
    • Click on the links at the top of the map to read about the geography and history of Beijing.
Starting in the Ming dynasty, the Forbidden City was built as the imperial palace to house the emperors. To explore the Forbidden City, watch the following video and browse the following web site.

Shanghai
As China had greater interactions with the West in the 19th and 20th centuries, coastal and river port cities, such as Shanghai, became important international centers. By the 1930s, Shanghai was the epicenter of cosmopolitan culture during this time as a result of Western trade. China's relationship with the West was a tense one as battles for control over trade and trade cities erupted. After suffering a defeat to the British in the First Opium War (1839-1842), China was forced to open ports, including Shanghai, to trade. First, read this overview on Shanghai's history. Then explore this exhibit from MIT's Visualizing Cultures on the First Opium War to examine these tensions.

  • "Shanghai's History: Back to the Future" (PDF) (Kerrie L. MacPherson)
  • "The First Opium War" (MIT Visualizing Cultures)
    • Read the first section "The Opium Trade"
    • Then, click on the fourth tab at the top or bottom of the screen to read the section "1st Unequal Treaty." This last section on the Unequal Treaty signifies a significant moment as the port of Shanghai opened up to trade with the West.

Discussion forum: Geography and diversity

Post your response to one of the following questions.
Choose ONE of the following questions to address.
  • What can art and material culture tell us about Chinese society?
                                                             OR
  • The secondary readings on the three cities focused on different aspects of Chinese history and geography and used visual primary sources to provide a lens on society at the time. Reflect on how combining these types of sources can deepen students’ understandings of Chinese histor


ASSIGNMENT #2 DUE MAY 7


Overview of Chinese History since 1911
Current Issues in China
This module focuses on China in the 20th and 21st centuries. It begins with a brief overview of the major political changes that China experienced after the fall of the Qing dynasty, civil war, and the creation of the People's Republic of China. Then the session turns to an in-depth examination of issues related to Chinese education. Finally, the session concludes with an opportunity to explore contemporary political and economic issues.
Once you have finished exploring the content in this section, move on to this section's discussion forum.

Overview of Chinese History Since 1911

China experienced dramatic political, social, and economic changes in the 20th century. In 1911, dynastic rule ended when the Qing dynasty was overthrown. For the next 30 years during the Republican Era, China faced civil war, international war, and instability. In 1949, the Chinese Communist Party declared a new nation - the People's Republic of China
Explore this timeline to get a broad overview of the political transitions in China after 1911.

To explore these changes in greater detail, read these overviews on 20th century China from Michigan State University's Asian Studies Center.
As you can see through the brief overviews that you just read, the political transformations in China during the 20th century drastically altered Chinese society. One way to examine Chinese society during this time is to analyze the propaganda posters that were generated by the Chinese Communist Party (CCP). These propaganda posters were used as a mechanism of the CCP to gain popular support for their policies. Read this overview about how the government used propaganda posters to promote particular ideologies.
Now choose one theme represented in these posters to explore. (Use the link below to access a group of posters organized by theme.) What themes are reflected in this art? What do these images suggest about official values and beliefs in the People's Republic of China?


Education

Political events in China after the fall of the Qing dynasty were influenced by shifts in thinking about traditional ways and the education structure. A "new culture" movement (also referred to as the May Fourth Movement) rejected traditional views. This new ideology dramatically changed education in China.

The Cultural Revolution and Education
With the advent of the People's Republic of China, Mao Zedong targeted education as a way to transform the traditional political structure. In 1966, he started the Cultural Revolution to reform and re-educate bourgeois society. As a result, schools were closed and the educated were often sent to rural areas to learn from farmers.
To explore the relationship between the Cultural Revolution and education, choose ONE of the following readings:
1. Read the following quotes from Mao related to education. How do his views compare to the quotes you read in Week One by Confucius?
OR
2. To examine how the Cultural Revolution affected the education system in China, read the following account of one professor’s experience.

Contemporary Chinese Education

Schools reopened at the end of the 1970s, rebuilding the educational structure that is in place today. Read the following overview of China’s education system to understand how the contemporary Chinese education system is structured. Then watch an excerpt from the PBS Wide Angle film China Prep which chronicles Chinese secondary students preparing for the gaokao exam, a national standardized exam that determines which students will be accepted into different Chinese universities. After looking at these two sources, how would you characterize contemporary Chinese education? (You might want to come back to this question after your visit to China to see if your opinion remained the same.)
  • China Prep (PBS Wide Angle film)
    • Watch "Part 3: Grueling Schedule for Teachers and Students."
    • This segment is 10 minutes long. The entire film is one hour. You may wish to come back to this site at a different point in time to watch the entire film.
Optional
This optional reading explores the new ideas promoted by several prominent leaders. Read the excerpts from Chen Duxiu, Chiang Kai-shek, and Mao Zedong. What traditional beliefs and practices did these leaders reject and what new ideas did they propose to replace them with?

Politics

Although the Communist Party has been in control of China since 1949, the 21st century brings new political challenges for China. As China surges as a political and economic world power, it grapples with maintaining its fundamental government structure while providing opportunities to expand its role in the global community. Read an excerpt from the Congressional Research Service report on China's political system. Then read an article from The New Yorker on myths about China today. Consider what it means for China to be a Communist nation in the 21st century.

As China struggles with its new political identity, there are questions about how reforms will play out in China. Read an article on the potential for political and social reform in China and read a summary of a talk given by Chinese intellectual Wang Hui about the role of reform in the 20th century. How would you characterize China's current political system?

Economics

The growth of China as a political world power in the 21st century is supported by China's ever-growing economy and rapid industrialization. As China attempts to maintain its fundamental political structure as a communist state, it has undergone economic reform to advance its international economic position in an increasingly capitalist global market. Read this transcript of a 2005 segment of PBS Newshour on "China's Rising Economy" for an overview of the growth of China’s economy.
  • "China's Rising Economy" (PBS Newshour)
    • You may also choose to listen to a podcast or watch a video of the broadcast by clicking on the links at the top of the screen.
China's rapid industrialization has come at a price. As in other industrialized powers, such as Great Britain and the United States, China's economic growth has had serious environmental consequences in terms of pollution and disruption to the natural landscape. Read an article from The Guardian about the impact of industrialization on the city of Chongqing and look at a few of the photographs of the city in the accompanying photo essay. Then watch an excerpt of the PBS film China from the Inside about the environmental impact of China's industrialization. How would you characterize China's economic growth?

Optional
There are attempts to improve the environmental impact of China's industrialization. Here is an optional reading about one such effort to implement organic farming in China.


Discussion forum: Current issues in China

Post your response to the following questions.
  • As China moves into the 21st century, what tensions do you see in the realm of politics, economics, or education?
  • How would you characterize education in China?
Refer to this post after you have visited China to see if any of your thoughts have changed.

ASSIGNMENT 3  - DUE MAY 14



China in the World COMMUNICATE YOUR IDEAS

The readings in this course have broadened your understandings of China and the world. Hopefully this new knowledge will help you understand China's role in the world as you travel to China and continue to come into contact with China in the news. In this session you will have an opportunity to apply your new knowledge to better understand China's role in the world.


China is portrayed in a variety of different ways by various sources. Reports from official Chinese government sources may be different from other independent or international sources.
  • Choose one event or issue related to China that is happening now or has happened within the last few years, to analyze.
  • Select at least three different media sources that portray diverse perspectives on this event/issue and analyze the different portrayals.
In your blog post, present an overview of the event/issue and discuss how the different sources portray the event/issue and why the sources may or may not differ in their accounts. Comment on at least one other person's post in this thread.

As you look for articles, you might use the following websites:
  • For additional news stories, visit Primary Source's Resource Guide on "China in the News" featuring RSS feeds of current news stories from various news outlets.
  • The BBC also lists different media outlets reporting in China with links to webpages.

Discussion forum: China in the world

Post your response to the following questions.
Present an overview of the event or issue that you selected to explore in various media outlets and discuss how the different sources portray the event/issue.
  • Did the sources differ in their accounts?
  • Why do you think they did or did not differ?
  • Based on your experience in this course, how do you think the topic should be portrayed?

For additional resources for teaching and learning about China, visit Primary Source's online resource guides and classroom materials.

Resource Guides

These guides include book, website, film, and curriculum recommendations from the Primary Source Library.

Online Curriculum

These curriculum sets include classroom activities and lessons for elementary and secondary grades.

No comments:

Post a Comment

Subscribe to: Posts (Atom)