Curriculum Unit Outline
As a school librarian I am responsible for inspiring students to become lifelong learners. To promote this inspiration I have developed this research-based Faces and Places of China project including the step-by-step implementation guidelines. The goal of my project is to encourage cultural awareness, appreciation and respect through the discovery of cross-cultural connections. This will be accomplished by utilizing information literacy research skills. The end products will be oral presentations and visual displays of students’ discoveries. It is designed to educate elementary-age students as well as community members about the cultures and customs of China by utilizing the information and resources gained through my travel experiences made possible by the Fulbright-Hays Seminars Abroad Project.
My project will be implemented during the daily enrichment program that I conduct for students in grades four and five. I instruct groups of 15-20 students thirty minutes each day for a period of six weeks through an enrichment rotation schedule. The focus of instruction is on cross-cultural awareness through the use of communication and information literacy skills. I integrate social studies concepts of geography, history and civics into the daily lessons. For example, a Mexican folktale unit I have developed has provided a deeper understanding of the Mexican culture in my students. Many of the students in the Sunnyside School District have ties to Mexico and it is a natural cross-cultural springboard. Knowing that students will be living and working in the 21st century global society now taking shape, I realize that they also need to be cognizant of cultures and customs in more distant parts of the world.
Grade Level: fourth and fifth grade students
Focus Question: What are some connections and contrasts between cultural aspects of the United States and China?
Guiding Questions:
What and where is China?
What are some aspects of the Chinese culture?
How are the cultural aspects you have identified in China similar to or different from comparable cultural aspects practiced in the United States?
| EALRs | Objectives |
| Geography 1, 3 Information Literacy 1 | Locate China on a map and identify significant demographic and landform features. |
| History 1 Information Literacy 1, 2 | Learn about important cultural aspects practiced in China. |
| Civics 1, 2, 3 Information Literacy 1, 2, 3 | Compare, connect and contrast the cultural aspects practiced by people of China and the U.S.A. |
Time Frame:
30 minutes daily for 3 weeks.
Assessments:
Students will be able to identify China on a map, as well as locate the major cities and landforms.
Students will present their findings of an aspect of the Chinese culture. In small groups they will design and present a visual display illustrating some connections and contrasts between the identified cultural aspects of China with a comparable American cultural aspect. A rubric will be used to score the presentation.
Students will have a greater understanding and appreciation of the lives and culture of people in China. A ‘Know-Want to Know-What I Learned’ chart will be utilized as the assessment tool. A double-bubble graphic organizer completed by the students will highlight connections and contrasts between China and the United States.
Week 1: What and where and is China?
Introduce China on a world map and globe. Discuss similarities and differences between China and USA (i.e.: size, population, major cities, types of government, landforms, etc.). Begin a ‘Know-Want to Know-What We Learned’ (K-W-L) chart to document the information that the students already know about China and would like to learn about China. Focus on the guiding questions for the unit.
Present DVD photo-essay documenting sights, sounds and music of China that I experienced during the Fulbright-Hays Seminar. Set up a visual display of artifacts. Share and discuss seminar highlights. Add to the K-W-L Chart.
Students work on small (3-4 students) group maps to identify China and locate the major cities, landforms, and famous landmarks.
Share Asian literature (See bibliography). Conduct literature-related discussions and activities highlighting the cultural aspects of China. Again, add to the K-W-L Chart.
Week 2: What are some aspects of the Chinese culture?
Research project (in groups of three-four students).
Choose an aspect of Chinese culture; i.e. language, food, music, arts and crafts, traditional celebrations and religious practices, historical landmark, folktales and education. Using both print and non-print resources, research how and why the aspect is practiced or used in the country. Do people in the U.S.A., have a comparable aspect in our culture? If so, what is it? What are some connections and contrasts between the two aspects?
Design a visual display; i.e. map, cookbook, travel brochure, newsletter, descriptive book or poster highlighting the connections and contrasts you learned through your research. Be prepared to share your findings with your classmates.
Week 3: How are the cultural aspects you have identified in China similar and/or different to cultural aspects practiced in the United States?
Through the sharing of student research presentations, discussions, books and online sites, guest speakers, and sensory perceptions compare, connect and contrast cultural aspects of the countries. Use a ‘double-bubble’ graphic organizer for contrast and comparison statements.
Return to the K-W-L chart. Share and add to the learned portion.
