Introduction Based on the California State Framework and Standards: Students are expected to analyze instances of nation building in the contemporary world in China. Further to be able to explain the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved. By the time students are done with this unit they will also be able to describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns. Additionally, we will take the time to discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.

Prepare the Classroom: The sights, sounds and smells encountered as a student first enters a classroom can leave a powerful impression. Imagine how your students would feel if, when they arrived at your class, they entered a multi-cultural display of the student population. Finding out who your students are should give you a good starting point. Select a wall in your class to create a multicultural atmosphere for students by presenting aspects of their culture. When you begin the unit on the Chinese culture, bright red and blue colors should be included. They signify joy and luck. Items to present in your display can include the arts of China, maps, poetry, script, lanterns, the Chinese dragon and lion, kites, silk and satin cloth, depiction’s of dragon boats, festivals, flags and architecture. These can be student generated items as well.

Connections to the Family and Home: Numerous studies have shown that establishing communications and maintaining involvement with parents can improve student achievement. Understanding time constraints, many educators may be prohibited from including home visits as a medium of communication. Still, it is an effective plan and should be utilized when possible. An alternative approach to meeting parents, rather than waiting for problems to arise, open house, or proposing a formal parent teacher meeting, try meeting parents in a more agreeable setting. One idea is to have an invitational tea. Parents are naturally curious about their childs school and teachers. By sending out a personalized, polite invitation to attend a conversational tea, parents have an opportunity to explore their child’s classroom and school without the usual intimidation associated with conferences, or the rush of an open house. Traditional Chinese families hold educators in high esteem and may view involvement as disrespectful. A nice way to make initial contact is by sending home a personalized welcome note. Let them know you would like to meet them and ask when would be a convenient time for a get together. Once you have received their response, select the most accommodating time and send out your invitations. Prepare an environment in your classroom which will put them at ease. Provide traditional Chinese beverages, as well as popular American beverages. Circle the desks or tables so that you are NOT standing at the head of the class in a lecture stance. Greet them at the door as they arrive and allow them to tour the cultural displays you have prepared. Then, be sure to thank them for coming before you launch into a discussion. Understanding you will have a cross section of society in attendance be prepared to answer and ask questions which will address concerns and goals, as well as encourage participation. Chances are they have already had a look at the text books. Still, you can begin by providing them with an overview of subject matter you will be addressing. Find out which aspects of their culture they would like the students to be introduced to in the course of the unit. Ask them what their wants, needs and goals are for their children’s success. Be aware that not every family will want the same things for their children. Assure them that you want what is best for all students. After you’ve had a chance to consider their input, develop a plan to incorporate their goals. Prepare activites which will address the issues which are most important to them and invite them on an individual or group basis to participate and, or observe those lessons.

Consider School Resources: Find out if your school has a monthly newsletter. Many do, yet are only designed and delivered in English. If that’s the case, talk with your administrators about creating a translated version for families who are not bilingual. If they are reluctant or refuse try another approach. Perhaps they would be willing to include a column dedicated to cultural contacts. A method for including parents in meetings and conferences who understand languages other than English would be to provide electronic translators. Some school districts have translators available for just such occasions. If your school or district office doesn’t have these yet, perhaps you could encourage their purchase and implementation, or head up a fund raiser to obtain them for your school. Speaking with a number of educators in southern California, I discovered one of their most productive ways of promoting school, home and community relations is to have a monthly family night at the school. Each month is designed around a different theme. All subject areas individually have the opportunity to show case student projects and achievements. That way faculty members are not required to participate each and every month. Additionally, one night is scheduled for a book fair, another for the technology lab and another for an ice cream social. Each month the event is advertised. The local newspaper, radio and television stations are invited to attend, as are the district administrators. Another ideal way to incorporate cultural activities in course curriculum is to plan a cultural awareness day. One entire school day can be dedicated to introducing all students to the rich and wondrous cultures within the school culture.

Cross Curricular Opportunities: Math teachers can present students with the abacus and weighting system for produce purchases. Science teachers can explore the ancient seismometer, and the modern model called a watchtower. Government classes could explore the structure of the Chinese political system Economics teachers can introduce students to Chinese currency, means and methods of business practices and discuss the role of China in international circles. Art departments could create dragon boats, Chinese kites, or paint with watercolors. Agriculture classes could learn about traditional Chinese crops and fishing. Home Arts students can try Chinese embroidery on silk and satin. Physical Education Coaches could get students to participate in traditional Chinese games such as 100 strings (jump rope), pull bell (yo-yo), shuttlecock and two person walk, which requires coordination and cooperation. English teachers could explore Chinese Literature or create posters using Chinese symbols. Shop teachers could introduce students to Chinese wood carvings or metalwork’s. History teachers can explore the meaning of culture and community through video or virtual tours of lands, festivals and religion. School wide, music could be played while students eat a traditional Chinese lunch, and the day could end with an assembly of dances and martial arts presentations.

Opportunities to Involve the Community: Establishing and maintaining community involvement is indeed important. The interests of school and business coincide. One way to tap business involvement is to invite Chinese personnel managers to conduct campus workshops. Topics should include application and resume preparation, interview techniques and expectations of professional etiquette. Other workshops could include vocational training and guided industry tours. Another way to build school and community relations is through public service projects. Although these ideas seem generalized, they can be specifically adapted to the Chinese community. Encourage a nearby museum to develop or bring in a touring Chinese cultural exhibit. Admittedly controversial, following is a proposal to mend old wounds and teach our students cultural appreciation and respect through community service. In the Chinese culture an annual remembrance of ancestors is celebrated. It is known as "Ching Ming," the festival of "clear and pure brightness." Observed in April, in China since 3700 BC families gather and visit cemeteries. "At the grave sites, families clear weeds and clean markers. Offerings of food and drink are placed near the grave following the "yin" or even principle of sacrifices to ancestors. Three incense sticks and a pair of red candles are lit. Then, spirit paper money in gold and silver along with paper images and necessary items are burned as a way of providing the departed with all their needs. Firecrackers are lit to conclude the ritual. Then members bow their heads, placing hands together, fingers up, palm together, and bow three times to show respect. Once each for Heaven, Earth and Man because, respect for the dead is significant and ensures prosperity and blessing for the families". (CHCP site) Small Chinese grave yards lie forgotten across the country. Most don't even rank a listing in the local phone book. My recommendation is to gather school administrators and encourage them to get permission for such a service. Contact local Chinese business leaders for their approval and attendance. Then celebrate Ching Ling as part of the History curriculum.

Rationale: America provides us with a rich composition of cultures. It is necessary for educators and students to broaden their awareness and understanding of the different cultures that may be represented in the public school system. This unit deals specifically with Chinese Americans, who happen to be a significant minority. One purpose is to provide students with some insight into the History of China, address current events issues, then study Chinese American origins, the prejudice and discrimination that they have faced in the schools and society, as well as our shared culture, arts, values, and symbols.

Learning Goals and Objectives: Chinese Cultural Presentation Goals: The goal for this unit is to help students gain a greater understanding of China and the Chinese people, their families, and the issues surrounding not only them but international, multicultural and glabal issues. Students have begun this unit by reading World History, The Human Experience, The Modern Era, Chapter 26The World in Transition, Section 5 Global Interdependence. Topics included are: Developing Nations, Population Growth, The Environment, Technology, Human Rights, The Search for Life's Meaning. Armed with this knowledge, students can then apply their skills, their perceptions, and their new knowledge to their studies, their actions and their lives. This unit is student centered. Based on the knowledge they have gained from the text and class discussions students will decide what htey will study further and whether or not they will work alone or in a group. Further, the student goals of this unit can be summed up by three questions of Immanuel Kant. in his constant quest for knowledge he asked of himself: What can I know? What ought I to do? What may I hope? Objectives: Students will be able to . . . * identify and illustrate the natural features and resources of China. * explain the religious, political and economic history and current structure in China. * explain the political and economic relationship China has with at least two other countries. * identify major humanitarian issues. * anlayze demographics and discuss the consequences of the findings. * identify reasons why conflicts arise between China and Democratic nations such as Taiwan, U.K. or U.S.A. * discuss strategies that can improve international relations. * explain the cause effect relationship of Chinese immigration.

Please begin by taking the Zoomerang Survey - Assessing Prior Knowledge - What do you know about China and the Chinese American Experience?

Motivational Setting * Classroom will display Chinese music, art, and symbols to immerse participants in Chinese culture.

Student Research Launch Point:

Asian Art Museum	Asian Antiques and Art	Great Chinese Art
Language	Writing	Numbers
Calligraphy		Chinese Characters
Art and Literature	Clothing and Crafts today	Embroidery
Art of Chinese Cuisine	Lot's of Food Links	Foods and Recipes

Conclusion:

Teaching Procedures for the Chinese American Experience Segment:

	Television					VCR / Video					Crossword Puzzle		
	Overhead Projector			Expectations and Strategies			Maps of China and the world			
	Sample Invitations			Festival and Cultural Day Ideas

Activity Materials:

Cut work Center:
	Parchment or Craft Paper 
	Character symbols of Mountain, Sky, Earth and Sun
	Images of Crane, Fish, Bamboo, Lotus, and Plum Tree
	Scissors			
	Tape

Games Center
	Chinese yo-yos
	 Chinese Checkers

Two-Person Cooperative Walk
	1 piece of 10’ (1x4) wood cut into 4 equal pieces
	200’ of cord cut into 8 equal pieces
	16 Eyelet Screws to connect cord to the wood
	
Chinese Writing Center
	Parchment paper, black ink or paint, paint brushes, water, samples of Chinese words
	
Yi Zhi Tu Center
	Posterboard, ruler, directions to game

Optional - Ambiance:

	music				incense			posters	
	flag				umbrella			fans		
	figurines			clothing			flute	
	books				kites				Chinese fortune calendar

Closure:

	Instructor will bring the students back to a whole group setting for a final 
	word of encouragement and a thank you.

Assessment:
	Brainstorming 						
	Observation
	Participation in discussions and activities
			
SDAIE Strategies Utilized:

	Scaffolding	Contextualizing	Performance Based Assessment		
	Brainstorm		Overheads		Crossword Puzzle			Quick Write		
	Video			Realia		Music				Manipulatives

Sources:

Guthrie, Grace Pung, A School Divided, An Ethnography of Bilingual Education in a Chinese Community. 1985 Lawrence Erlbaum Associates, Publishers, Hillsdale, New Jersey

Igoa, Christina, The Inner World of the Immigrant Child. 1995. St. Martins Press, New York.

The National School Public Relations Association, Public Relations Gold Mine. 1961. National Education Association Publishers.