Lesson Plan Overview: Tradition meets the Present
Silk and Bamboo:
Music From China
Context:
This is an overview of the 7th grade mini-unit that will precede and accompany the
November 22nd performance of the Music From China ensemble. From their
website, “Music From China is a Chamber ensemble that performs a dual repertoire
of traditional and contemporary Chinese music.” The unit is currently planned to
utilize four days of Social Studies class (55 minutes per class), plus one day for the
performance. There are several places where the unit can be shortened, but the
listening and responding to the music through art is an integral part of the lesson
and should be included.
Objectives:
The overarching objectives for the mini-unit are as follows:

To prepare students for the MUUS performance by giving them context
relating to the geography/traditions/culture of China

To supplement the geography curriculum, based on MA Social Studies
Frameworks for 6th grade Geography, with an important role that music
plays in the Chinese culture and tradition.

To help teachers by reinforcing the vocabulary and concepts already in use

To explore the history of China and its importance in the present day life of
the people
The daily objectives are as follows:


Day 1 – To give context to the performance by reviewing some of the
geography and history of China. Students will be able to state their preknowledge of China, research important data about present day China, learn
five important facts about China, and complete a map of China by drawing
and labeling key places. How do physical features affect where people live?
Day 2 – To learn 3 events in the history of China in order to understand the
present. Students will understand the term dynasty, Confucius, and Mao
Zedong and the Cultural Revolution. Students will understand how the
culture of China is influenced by Confucius and his teachings, and be able to
relate some of his famous quotes to the present. Students will understand
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that the Cultural Revolution was intended to overthrow the traditional way of
life.

Day 3 –Students will compare their education to the education of Chinese
students. They will look at the educational traditions and values of Confucius,
the Cultural Revolution and education, and education today of the Chinese
student. Students will compare these to their education. What are the
similarities and differences?

Day 4 - To listen to and respond to the music of the ensemble. In addition,
students will brainstorm music that they like to listen to. Students will be
able to listen to the music and create, in drawings, what the traditional music
is saying to them, and the story it is portraying.

Day 5 – Field trip to Brandeis and discussion upon return to school.
Assessments
 Formative assessments built into each lesson
Standards
MA Frameworks:
North and East Asia:
 NEA.1 On a map of East Asia, locate the Sea of Japan, the Yellow Sea, the
East China Sea, the Gobi Desert, the Himalayas, and the Huang He
(Yellow) and Chang Jiang (Yangtze) Rivers. (Geography)
 NEA.2 Use a map key to locate the countries and major cities in the
various regions of East Asia. (Geography)
 NEA.3 Explain how the following five factors have influenced settlement
and the economies of Major East Asian countries: absolute location,
climate, major physical characteristics, major natural resources,
population size (Geography, Economy)
Optional Topics for Study:
Explain why China’s geographical boundaries served to limit its interactions with
other regions and cultures for many centuries. (Geography, History)
Describe why the Chinese government seeks to control population growth and the
methods it uses to control population growth. (Geography, History)
Describe major ethnic and religious groups in various countries in East Asia.
(Geography, History, Economics)
Describe the general level of education in selected countries in East Asia and its
relationship to the economy. (Geography, History, Economics)
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Common Core:
Reading:
1. Cite specific textual evidence to support analysis of primary and secondary
sources.
2. Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or
opinions.
4. Determine the meaning of works and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
7. Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
Writing:
8. Draw evidence from informational texts to support analysis, reflection, and
research
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Day One -Geography
Pre-Knowledge Activity:
Teacher will pass out plain white paper. In groups of three, students will make a list
of all of the information that they know about China in three minutes. Ask each
group to share one fact they wrote. Teacher will write it on the board. Discuss
information as students are sharing their ideas. There may be some
misconceptions. Tell students that they will now learn some facts about China.
Write on the board the following 5 Things you need to know about China.
Discuss each statement and orally share the additional information in the bullets.
This information can be found in the September 3rd 2012 issue of Junior Scholastic.
1. China is now the world’s workshop.
 88% of shoes, 90% of toys are made in China, 40% of the world’s electronics
are made in China
 Large workforce
 Used to be extremely poor country
 Reforms loosened government controls over the economy resulting in jobs
and prosperity
 Many manufacturing jobs have been moved there because of low wages.
Discussion:
What are 2 positive statements that you can make about this information?
What are 2 negative statements that you can make about this information?
2. China has the largest population in the world.
 1.3 billion – a great resource, but China must feed them all! The U.S. has
300,000 million people
 Government limited families to one child. Cities enforce the law more than
rural areas – fines are imposed or sterilization of woman who have more
3. The economy has improved tremendously.
 Communist country since l949 when Mao Zedong became leader
 Mao cut China off from rest of world – hurt economy
 Individuals can develop businesses now
 Communist Party still chooses leader
4. Human rights are still very limited in China.
 Limits free speech – what is on TV and in newspapers
 Punishes dissidents
 “Great Firewall” – censors internet
Why do you think this particular government has such restraints? What do they
hope to gain? (Beyond the negative goal of repression…such a big country with
so many people and so many mouths to feed…..)
5. U.S. relations with China are crucial.
 Deal with world problems
 Sometimes government makes it hard for US companies trying to do business
 China allied with Syria and Iran
Why did President Obama say, “China’s peaceful rise is good for the world, and
it’s good for America?”
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Pass out the Fast Facts Activity and Map Activity which follows.
Fast Facts Activity– Use any or all of the following sources to complete the Fast
Facts about China.
1. Textbook
2. Junior Scholastic Current Events, October 14, World Affairs issue
3. news.bbc.co.uk/2/hi/country_profiles
Full Name ____________________________________________________________
Population ___________________________________________________________
Capital ______________________________________________________________
Largest City __________________________________________________________
Area ________________________________________________________________
Major Language _______________________________________________________
Political System/President_______________________________________________
Major Religions _______________________________________________________
Literacy (male and female) male -
female-
HDI _________________
Why is it important to know the literacy rate of a country?
Why is it important to know the Human Development Index (HDI)?
“This number measures economic and human well-being on a scale of 0 to 1. It
combines life expectancy, literacy, and purchasing power into one figure.”
What do these two statistics tell us about China?
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Map Activity
Create a free-hand map of China using an atlas or your textbook. Do not trace it!
Let’s see how accurate you can be!
Label the following items: China, Mongolia, Yellow River, Yangtze River, East China
Sea, Gobi Desert, Beijing, Guangzhou, Xian, Himalayas, Hong Kong, Kunlun
Mountains, Pacific Ocean, Plateau of Tibet, Shanghai, South China Sea, Taiwan,
Taklimakan Desert, and the Yellow Sea. Add a key for any symbols that you use.
Question:
Where do most of the people live in China? Why?
_____________________________________________________________________
MAP
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Day 2 – History
Background information:
In the student’s textbook, have them read about the history of China.
Geography, the World and its People (pp. 680-684) Have students put their definitions on
the sheet #9.
Vocabulary:
Dynasty – a line of rulers from a single family. A highly developed culture developed.
Great Wall of China – built to keep out invaders
Confucius – A thinker who taught that people should be polite, honest, brave and wise.
Children obey parents, everyone respect their elders, and everyone obey rulers. This was
the basis of Chinese culture.
Mao Zedong – He became the leader of The People’s Republic of China and the Communist
party.
human rights – The basic freedoms and rights that everyone should have.
calligraphy – Is the art of beautiful writing.
Ancient Chinese contributions to the world:
folding umbrella, noodles, tea, porcelain, fireworks, the compass, silk
On the next paper, with a partner, students can discuss how their life would be different is it
was never invented or how it has impacted their lives. If you would like more information
about this, See Junior Scholastic, February 7, 2011.
Confucius (Read to the students), then assign the Confucius reading on page 8,
along with questions 1-3 for homework.
This information is taken from Confucius Making a Comeback In Money-Driven Modern
China, The Washington Post, by Maureen Fan, Washington Post Foreign Service, July 24,
2007
“At first, the Web site director and his schoolteacher wife sent their 5-year-old son to a
Confucian school in this central Chinese city simply because it was two minutes from home.
But the more they learned about the school, the more they liked what they saw.
Children as young as 3 were memorizing and reciting ancient Chinese classics, notably the
works of Confucius, the philosopher best remembered for promoting filial piety in the 6th
century B.C. Even if students didn’t understand all the work, they grasped the concepts of
treating their elders with respect and their classmates with care.
“Nowadays society is very superficial,” said the Web administrator, Guan Tao, explaining
why he continued to enroll his son at the school. “As a Chinese, you must know something
about your own culture and literature.”
Confucianism is enjoying a resurgence in this country, as more and more Chinese like Guan
seek ways to adapt to a culture in which corruption has spread and materialism has become
a driving value. For many Chinese, a system of ethical teachings that stresses the
importance of avoiding conflict and respecting hierarchy makes perfect sense, even if it was
first in vogue centuries ago.”
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Cut out the following sayings. Pass them out to groups of three students. Have
students interpret its meanings and how to apply it today. Share it with the
class. Optional Activity– On a piece of plain paper, create a poster with the
saying, key words, and some artwork to illustrate the meaning.
DO NOT WORRY ABOUT HAVING AN IMPORTANT JOB.
WORRY ABOUT DOING YOUR JOB WELL.
THE GREAT MAN FIRST PRACTICES WHAT HE
PREACHES AND THEN PREACHES WHAT HE
PRACTICES.
IN SERVING HIS PARENTS, A CHILD MAY GENTLY
DISAGREE WITH THEM, IT THEY REFUSE TO LISTEN
TO HIS ARGUMENT, HE SHOULD REMAIN REVERENT
AND OBEDIENT.
LISTEN AND REMEMBER: BAD GOVERNMENT IS
WORSE THAN A FIERCE TIGER.
THE GOOD PERSON IS SATISFIED AND CALM; THE
MEAN PERSON IS ALWAYS FULL OF DISTRESS.
WHEN WE SEE GOOD AND KIND PEOPLE, WE SHOULD
THINK OF FOLLOWING THEIR EXAMPLE; WHEN WE
SEE CRIMINAL AND GREEDY PEOPLE, WE SHOULD
LOOK AT OURSELVES.
HAVE NO FRIENDS NOT EQUAL TO YOURSELF.
DO NOT UNTO OTHERS AS YOU WOULD NOT WANT
OTHERS TO DO UNTO YOU.
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Confucius
The teachings of Confucius dominated Chinese culture. His ideas were written
down in The Analects. He believed that music was a way of calming society and
purifying it, rather than music as entertainment. China’s rulers realized the power
of music. They believed that music let them here the voice of the people. In
traditional China, well educated people played classical music for spiritual uplifting.
Read the attached article about Confucius and answer the questions for homework.
Taken from Interdisciplinary Thematic Unit World Religions by Gabriel Arquilevich.
“…In many ways, Confucius was a revolutionary teacher. Besides learning skills – such as
writing, music, and mathematics – he felt that students should learn to be virtuous, to
achieve moral character and to live a life of harmony. He was also concerned with how to
learn as much as what to learn. Education, he felt, is more than memorizing facts and
learning skills. It is the flowering of intelligence and sensitivity. In this spirit, Confucius
accepted all as his students, regardless of the social positions, as long as they were serious
about learning. The only students he turned away were lazy ones! Soon he had thousands
of followers.
In a time of political uncertainty and civil violence, Confucius looked to China’s past for
guidance. He felt that some rulers of the past maintained harmony because their own lives
were in order. Thus, he taught that a peaceful society begins in the family. If there is
goodness and respect in relationships, then the community will benefit.
Confucius focused on five basic relationships. These include (1) parent and child, (2)
husband and wife, (3) siblings, (4) emperor and subject, and (5) friends. The most
important of these is the relationship between parent and child. It is the child’s duty to have
reverence for the parent and for the parent to love the child. If this central connection is
harmonious, then the other four basic relationships will follow.
Confucius believed most of all in moral conduct and good education. These would lead to
wisdom. Therefore, he proclaimed that China’s rulers should be the highly educated, those
who have acquired wisdom from studying the Chinese classics. These texts of poetry and
history contain rules of behavior from which Confucius gained many of his ideas. In fact, in
the latter part of his life he studied and edited the classics. However, his ambition to advise
China’s rulers never came to pass. Sadly, at the time of his death in 479 BCE, Confucius
considered himself a failure. He died at the age of seventy-two.”
Questions (Answer on lined paper)
1. According to Confucius, what is a good education? What should a student learn?
In your own experience, are these items valued?
2. According to Confucius, What are the qualities of a good ruler? Who should rule
the country?
3. Write a paragraph about an important relationship in your life. Does it achieve
the sense of respect that Confucius preached?
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VOCABULARY (p. 680-684 in your textbook)
Dynasty –
Great Wall of China –
Confucius –
Mao Zedong –
human rights –
Calligraphy Ancient Contributions to the world – How do these inventions affect or impact
your life?
folding umbrella
noodles
tea
porcelain
fireworks
the compass
silk
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Day 3 Education (RUN OFF COPIES FOR STUDENTS)
During the Cultural Revolution, 1966-1976, life was very different for students.
Tradition was frowned upon. The idea was to leave all that was old behind and the
Red Guards were to get rid of old ideas, old culture, old customs, and old habits.
Read the following primary sources. One is from the Cultural Revolution, and one is
from today. Excerpt taken from Yu, Chun. Little Green, Growing Up During the
Chinese Cultural Revolution, Simon and Schuster, N.Y., 2005.
Political Classes for an Eight-Year-Old
Spring 1974
I was eight years old.
They were teaching us Chairman Mao’s revolutionary theory
in the political classes at school.
“In order to gain political power for the people,
we need to occupy the countryside first,
use the countryside to lay siege to the city,
and then seize the city.”
Although required to memorize it,
I had no idea what this meant……
A Little Red Soldier
When I turned eight,
I was a Little Red Soldier
in the Young Pioneers group,
like almost everyone else in school.
Each of us had a little red scarf,
which we were told was
a corer of the five-star red flag of the country,
dyed red by the revolutionary martyrs’ blood.
We wore our scarves to school every day.
Tomorrow’s Soldiers
Every semester in school
we had a three-day army training
to prepare us to become soldiers tomorrow.
Early in the morning
many, many of us,
about a thousand, were lined up in the school sports field…..
In the following primary source: Excerpts from “one Hundred Items for
Destroying the Old and Establishing the New,” created by Red Guards at the #26
Middle School, Beijing, August 1966. “Students at Beijing No. 26 Middle School
created a list of 100 instructions for how the Great Proletarian Cultural
Revolution should be carried out. They also renamed their school the Maoism
School.”
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1. Under the charge of residential committees, every street must set up a quotation
plaque; every household must have on its walls a picture of the Chairman plus
quotations by Chairman Mao….
5. With a copy of the Quotations from Chairman Mao in the hands of every one, each
must carry it with him, constantly study it, and do everything in accord with it…
11. Every school and every unit must set up highest directive propaganda teams so
that everyone can hear at any time the repeated instructions of the Chairman...
41. Heads of families are not allowed to educate their children with bourgeois
ideology. The feudal family-head system will be abolished. No more beating or
scolding of children will be tolerated. If the child is not of one’s own begetting, no
mistreatment is allowed. Children will be consistently educated in Mao Zedong
Thought…
Source: Michael Schoenhals, ed., China’s Cultural Revolution, 1966-1976: Not a Dinner
Party (Armonk, NY:M.E. Sharpe, 1996) 212-217
Present day high school
“My Chinese High School,” by Zhang Chengyan, 2006
In my grade, there were nearly one thousand students divided into fourteen
classes when I was in Grade 10. Every class has sixty to sixty-five students, and we
stayed all day long in the same classroom with the same students. We had the same
level courses if we were in the same grade, and there is no AP or Honor courses.
Because there were so many students have the same level of courses, schools
arranged different schedules for different classes every day, and there are two to
three teachers teaching the same subject for different classes.
In China, when we are in Grade 10, we have chance to choose area in which we
are more interested, humanities or science. After we choose the area, we have
fewer classes on the other area and by 12th grade none at all…
We do not need to run to different classroom for different classes, teachers come
into our classroom for each class period. Every class has its own head teacher to not
only teach on subject but in charge of daily affairs for the whole class, such as holds
assembly for class every Monday, and contacts with parents when students have
any problems. The head teacher arranges seats for students at the beginning of the
year, so everybody has their own seat and it is unchangeable. It is the same for
every class…..
Activity
From the readings on Confucius, The Cultural Revolution, and China today, set up a
4 Square (paper attached). In each of 3 squares, write notes about the education,
expectations, and life of the students during each period. In the 4th square, write
about your educational experience.
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CONFUCIUS
CULTURAL REVOLUTION
CHINA TODAY
YOUR EDUCATION
Answer the following questions:
1. What are two common themes that run through all four squares?
2. What are two differences that run through all four squares?
3. Which “square” do you prefer? Why?
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Day 4 – Music
1. Ask students what music they like to listen to – make a list on the white board.
2. What instruments are played today in orchestras and bands? – make a list on the
board.
Today, in China, music is for everyone. Along with the music of today, classical
tradition is making a comeback in modern China. The music is very traditional,
played with traditional Chinese instruments. Folk music is popular in every part of
China and has become an inspiration for contemporary music. Folk songs described
the daily life of people. Stories are told through the music.
Put this quote on the board:
“To educate somebody, you should start with poems, emphasize ceremonies,
and end with music.”…Confucius
On your computer, access the website:
http://www..musicfromchina.org/
1. Browse the website, read any interesting facts that you come across.
2. Click on “Music” at the top of the homepage, then “our instruments”. Show the
various instruments on a large screen, television, or computer.
2. Pass out a plain piece of paper. At the top of the paper, instruct the students to
make sketches of the Erhu, Pipa, Zheng, and Yanquin.
3. Have them write 2 words that describe each instrument.
4. Next, the students will listen to each song on the CD.
5. Instruct them to draw what they hear for each song. What images come to mind?
What is the story? Make sure they write the name of the song before each
illustration.
6. Have them write 3 words on their drawing that describe the story that the music
is telling.
6. Have students share their drawings and stories!
7. Ask the students – Does music need words to tell a story?
8. Ask students if they see (hear, imagine) any connections with the values
expressed in Confucius and the musical values (what they hear in the music)?
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WORKS CITED
Arquilevich, Gabriel. World Religions: Grades 6-8. Westminster, CA: Teacher Created
Resources, 2007. Print.
China since 1644: A History through Primary Sources. Boston: Cheng & Tsui, 2014.
"Confucius." Academic Dictionaries and Encyclopedias. N.p., n.d. Web. 21 Oct. 2013
Demick, Barbara. "Confucius Is a Hometown Hero Again." Los Angeles Times. Los
Angeles Times, 25 Mar. 2011. Web. 21 Oct. 2013.
“Destiny, the Culture of China." ThinkQuest. Oracle Foundation, n.d. Web. 21 Oct.
2013
"Discovering China: Contributions." ThinkQuest. Oracle Foundation, n.d. Web. 21 Oct.
2013.
Fan, Maureen. "Confucius Making a Comeback In Money-Driven Modern China."
Washington Post. N.p., 23 July 2007. Web. 21 Aug. 2013
Glencoe Geography: The World and Its People. New York, NY: Glencoe McGraw-Hill,
2002. Print.
Junior Scholastic 14 Oct. 2013: n. pag. Web.
Junior Scholastic 3 Sept. 2012: n. pag. Web.
Junior Scholastic 7 Feb. 2011: n. pag. Web.
"Morals of Confucius -- Reading Revolutions." Morals of Confucius -- Reading
Revolutions. N.p., n.d. Web. 21 Oct. 2013.
PBS. PBS, n.d. Web. 21 Oct. 2013.
Sargent, Marcia. China: A Simulation of Ancient Chung Kuo, the World's Most Ancient
Civilization. Carlsbad, CA: Interaction Pub., 1996. Print.
Schoppa, R. Keith. Twentieth Century China: A History in Documents. Oxford: Oxford
UP, 2004. Print.
"Traditional Chinese Music - an Introduction to Classical (literati) Tradition and Its
Relation to Chinese Calligraphy and Painting." Traditional Chinese Music - an
Introduction to Classical (literati) Tradition and Its Relation to Chinese Calligraphy
and Painting. N.p., n.d. Web. 21 Oct. 2
Yu, Chun. Little Green: Growing up during the Chinese Cultural Revolution. New York:
Simon & Schuster for Young Readers, 2005. Print
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