China: The Place and the Peoples

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China: The Place and the Peoples
A Fulbright-Hays Group Project Abroad Lesson
Carol McKeever
Yantis ISD
Course: World Geography/ World
History/ Economics
Unit of Study: China
Title of lesson: Culture Exchange
in a Global Economy: China and
USA
Grade Level: 10-12
Time Frame of lesson: 3-5days
ENDURING UNDERSTANDING(S): How do the big ideas show up in this content’s curriculum? What do you
want students to remember 10 years down the road?
The student’s will understand the negative and positive aspects of cultural exchange between the United
States and China.
CONCEPT STATEMENT(S): The big
ideas that spiral through all social
studies curriculum.
ESSENTIAL QUESTION(S): Personalized, open-ended questions
which build relevancy to curriculum for students.
Globalization, Cultural
interdependence, Exchange
What is globalization? How does it affect your country? How does it
affect you on a daily basis? What are some positive and negative
results of our cultural exchange with China?
FIVE PART INSTRUCTIONAL OBJECTIVE: (Condition, Specific Content, Cognitive Blooms Level, Proving
Behavior, and performance level)
Remembering-Students will define globalization.
Understanding-Students will select an article of clothing MADE IN CHINA and trace its history.
Applying-Students will create a log of encounters with MADE IN CHINA for a 24hr. period.
Analyzing-Students will examine the impact of MADE IN CHINA on the USA.
Evaluating-Students will be asked to evaluate the negative and positive affects of the cultural exchange between China and the USA.
Creating-Students will formulate their views about the impact of globalization on the USA.
Rationale: A brief explanation of the importance of this lesson
Globalization between the USA and China is evident in the exchange of products, foods, language and
education. By analyzing the negative and positive aspects of this exchange, students will formulate views
about acculturation.
Texas Essential Knowledge and Skills (TEKS) covered in this lesson:
WG-Compare global trade patterns; analyze how the creation and distribution of resources affect the
location and patterns of movement of products, capital, and people; analyze how policies related to the
use of resources impact geography and economies.
Preparation for lesson: What does the teacher need to do to maximize the effectiveness of this
lesson e.g. grouping suggestions, learning centers, etc.
Provide assess to computers for added research.
VISUALS, MATERIALS, AND TEXTS:
Map of USA and China
Excerpts from Article: A YEAR WITHOUT
“MADE IN CHINA’” by Sara Bongiorni
RESOURCES & TECHNOLOGY
Teacher-Made power point presentation
Former student’s power point presentation
Watch TRAVELS OF A T-SHIRT IN A GLOBAL
ECONOMY from Youtube.com
Prior Knowledge: What do students need to know before this lesson e.g. content or skills?
Locate China on a map. Discuss the economic rise of China in the last 20 years. Show a chart of the % of
products made in China sold in the USA. Define globalization and discuss. Discuss cultural exchange and
relate it to the prior knowledge of the Columbian Exchange.
PROCEDURES/ACTIVITIES
LESSON COMPONENTS
CHECK FOR UNDERSTANDING
This should be done continuously during the
lesson
FORCUS/SET OR HOOK: Attention getter?
Show teacher made power point of evidence of US
culture in China.
INPUT: Explanation – clear steps to teaching this
lesson
See teacher notes
MODEL: Does the teacher need to do a Think Aloud or
demonstrate a skill; show models of products?
Teacher will bring a MADE IN CHINA light bulb and an
American made light bulb. (May use night light size) Both
will be plugged in for the exact number of hours.
GUIDED PRACTICE: What will students do alone but
under the teacher’s supervision?
Students will create a log for one full day of
everything they encounter that is MADE IN CHINA.
CLOSURE: method of summarizing/reviewing the lesson
Class discussion after power point.
Lecture, discussion. Teacher will begin with a preassessment quiz of knowledge of China.
Students will monitor and observe number of hours
the bulbs burn compared to price.
Students will present and discuss their daily log of
cultural encounters: food, entertainment, products,
clothing, etc.
Post-test of China information.
ASSESSMENT(S): How will students demonstrate mastery? Include assessment tools, rubric, rating scale, test
A post test will be given. Their log will be assessed using a rating scale.
ACCOMMODATIONS/ENRICHMENTS
Accommodations:
Enrichment: BBC news article: “China: The World’s Factory Floor”
SILENT/SUSTAINED READING RESOURCES
China Daily: “Experts: China, More than a World Factory.”
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