Tag Archives: Chinese

Welcome to China

Team Beta grade six students (Jaffee and Fruhling) learned about China from the South Central Kansas Service Center at Clearwater.
Many thanks to presenter Kun Zhang for an excellent program! Students learned about Chinese schools, dance, folklore, family, and geography. There was also time for questions.
Program Description:
“Students will experience a tour from America to China and “visit” the teacher’s home town. While in China, students will see sites of the city, including McDonalds, KFC, and Wal-Mart. Students will also experience Chinese music, dance, and the Chinese classroom. They will learn basic Chinese greetings and write simple characters.” This program is provided through the CILC database of Content Providers (Center for Learning Interaction and Collaboration).

National Standards:
Foreign Language Standards: K-12
Cultures: Gain knowledge and Understanding of Other Cultures

Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture
Studies.

Standard 2.2
Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Standard 3.2
Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.

Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Social Studies Standards K-12
The World in Spatial Terms

-Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
-Understand how to use mental maps to organize information about people, places, and environments in a spatial context.
-Understand how to analyze the spatial organization of people, places, and environments on Earth’s surface.

Places and Regions
-Understand the physical and human characteristics of places.
-Understand that people create regions to interpret Earth’s complexity
-Understand how culture and experience influence people’s perceptions of places and regions.

Physical Systems
-Understand the physical processes that shape the pattern of Earth’s surface.
-Understand the characteristics and spatial distribution of ecosystems on Earth’s surface

Human Systems
-Understand the characteristics, distribution, and complexity of Earth’s cultural mosaics.
Understand the patterns and networks of economic interdependence on Earth’s surface.
-Understand the processes, patterns, and functions of human settlement.
-Understand how the forces of cooperation and conflict among people influence the division and control of Earth’s surface.

Environment and Society
-Understand how human actions modify the physical environment.
-Understand how physical systems affect human systems.
-Understand the changes that occur in the meaning, use, distribution, and importance of resources.

The Use of Geography
-Understand how to apply geography to interpret the past.
-Understand how to apply geography to interpret the present and plan for the future.

The Great Wall of China

ImageXuan Wang’s grade 6 class learned about The Great Wall with a videoconference through Smokey Hill Education Service Center through CILC (Center for Interactive Learning and Collaboration). Program Description: “Students will take a virtual field trip to the Great Wall of China. Through games and experiments, they will learn about the Great Wall in respect to its location, the building materials used to build it, and the functions of the wall. Legends about the Great Wall will enlighten students on how the Chinese people view leadership.”

OBJECTIVES: Participants will…
gain a better understanding of the history and purpose of the Great Wall.
learn legends about the Great Wall.
learn what leadership should be in Chinese people’s eyes.

NATIONAL STANDARDS:
World History
NSS-WH.5-12.5 ERA 5: INTENSIFIED HEMISPHERIC INTERACTIONS, 1000-1500 CE
The student in grades 5-12 should understand:
•the maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion.
•the rise of the Mongol empire and its consequences for Eurasian peoples, 1200-1350.

Geography
NSS-G.K-12.1 THE WORLD IN SPATIAL TERMS

As a result of activities in grades K-12, all students should:
•Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
NSS-G.K-12.2 PLACES AND REGIONS
As a result of their activities in grades K-12, all students should”
•Understand the physical and human characteristics of places.
•Understand that people create regions to interpret Earth’s complexity.
•Understand how culture and experience influence people’s perceptions of places and regions
NSS-G.K-12.6 THE USES OF GEOGRAPHY
As a result of activities in grades K-12, all students should:
•Understand how to apply geography to interpret the past.

Charming China

Xuan Wang’s grade 6 and 7 classes enriched their knowledge of China and Mandarin Chinese with a videoconference with Smokey Hill Education Service Center through CILC (Center for Interactive Learning and Collaboration).

Program Description: “The traditional Chinese dragon will take students on a journey to experience the charm of China. Students will learn Chinese greetings and the characteristics of Chinese characters, witness the development of China from ancient times to the present, trace the origins of Kung Fu, and learn to appreciate Chinese music.” (http://cilc.org)

CHINA: Xinjiang Province

Xuan Wang’s grade 7 & 8 students watched an archived copy of Vanderbilt’s Virtual University’s “CHINA: Xinjiang Province” from their Windows on the World series. Presenter, Stacey Irvin, photographer and world traveler engaged the students with compelling photographs and her story of travel through this region. These images are screen shots of just a few of Stacey Irvin’s photographs.

Excellent program! The archived version is inexpensive and can be replayed for the rest of the semester. A quality resource.

Description from web site: Xinjiang Uyghur Autonomous Region of the People’s Republic of China is located in northwestern China.  It is the largest Chinese administrative division, spanning over 635,800 sq miles. . . .one sixth of all Chinese territory.  Population during the 2000 census was 19,250,000.  The capital is Urumqi.

Xinjiang of China borders eight countries such as Russia, Kazakhstan, Kirghiziastan, Tajikistan, Pakistan, Mongolia, India and Afghanistan. The geographic position of Xinjiang makes it very important in strategy.  In history, Xinjiang served as the key controlling section of the well-known Silk Road, while now it is an unavoidable part of the railway leading to the second Eurasia Continental Bridge.

Chinese Student Teachers

Xuan Wang’s grade 6 students taught Simplified Mandarin Chinese to Kindergarten children at Sloatsburg Elementary School. They performed a short skit about the Chinese New Year, Xin nian.

There is no alphabet in Chinese, but pictures represent words  so Ms. Wang’s class made flash cards of Chinese characters which they taught by singing and rhyming to the younger students.

Our students were very excited to teach and encouraged their pupils by saying, “Good job! Are there any other words you want to know?”

Chinese New Year Skit:
There once was a monster named Nian. He lived far in the mountains beyond all the villages. Every year on New Year’s the weather is bad and there’s no food so he goes down to the villagers to eat people but mostly babies. Eventually, people learned Nian’s fears. He’s scared of hong (the color red), light and loud noises. To stop Nian from eating the babies, they decorate their houses with red, play with fireworks, play the drums, and decorate the streets with lanterns. Part of the celebration included the elderly giving money to children.